The Media, Information and Communication Technologies Sector Education and Training Authority Sector Skills Plan

Transcription

1 The Media, Information and Communication Technologies Sector Education and Training Authority Sector Skills Plan November 2012 Version 1.3

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3 FOREWORD TABLE OF CONTENTS Abbreviations Used in this Document 2 Layout of this Document 4 1 Executive Summary Overview of the MICT Sector Scarce and Critical Skills Scarce Skills Critical Skills MICT SETA Strategy 11 2 Introduction Background Purpose of the Sector Skills Plan Methodology Desk Research Qualitative Stakeholder Research Focus and Working Groups Personal Interviews Contracted Research Houses ATR and WSP Research Assessment Inputs on the August 2012 Sector Skills Plan Defining the MICT Sector and its Subsectors Caveats The MICT SETA SSP Target Stakeholders 19 3 The MICT Sector Specific Profile and Economic Outlook Introduction The MICT Sector Profile Key Organisations in the MICT Sector The MICT Sector Company Profile Number of Employees in the MICT Sector Race Segmentation of Employees in the Sector Gender Segmentation of Employees in the Sector Disability Segmentation of Employees in the Sector OFO Major Group Segmentation of Employees in the Sector Age and Race Segmentation of Employees by Major Category and Subsector Competency Level of Employees by Major Category and Subsector Employment by Province Trends in Priority Skills The MICT Sector Economic Outlook Overview Advertising Electronic Media and Film Electronics Information Technologies Telecommunications Remuneration Trends The Sector Economic Outlook MICT Sector Qualitative Considerations Introduction Simplification of the MICT SETA Processes and Information The MICT SETA Employee Database Training Interventions Access into the MICT Sector Success and Progression in the MICT Sector Equity New Ventures Capacity Building Assessment of Graduate Skills from Formal Education Institutions Summary and Strategic Considerations 51 iii MICT Sector Skills Plan, , Version 1.3, November 2012 Page i

4 3.8.1 The MICT Sector Stakeholders FET and HET and Rural Learning Institutions Government Institutions ISOEs, Incubators and Training Providers The MICT SETA Other Institutions 53 4 Environmental Factors (Drivers of Change) Economic Outlook Global Perspective National Economic Growth Outlook Consumption Analysis MICT Sector contribution to the GDP Unemployment in South Africa The South African National Skills Accord South Africa`s Economic Contending Views Business Confidence Index Government Imperatives Methodology The SA Government s Medium Term Strategic Framework (MTSF) The Human Resource Development Strategy of South Africa (HRDSSA) The Industrial Policy Action Plan (IPAP) The Integrated Sustainable Rural Development Strategy (ISRDS) National Industrial Policy Framework (NIPF) Sectoral Contribution to the President s Outcomes Approach to Planning Government s Work Sectoral Contribution to the Minister of DHET s Performance Agreement with the President The Department of Communications The South African e-skills Council ICT Charter Other Legislation Summary and Strategic Considerations FET and HET and Rural Learning Institutions Government Institutions The MICT Sector Stakeholders ISOEs, Incubators and Training Providers Other Institutions 85 5 Sectoral Skills Development (Scarce and Critical Skills) Sector Specific Skills Development Needs Introduction MICT SETA Involvement in Types of Training Programmes Demand for Scarce Skills Demand for Critical Skills National Demand for MICT Skills MICT SETA Qualifications Trends in the Supply of MICT Skills Introduction and Methodology Supply of MICT Skills versus Demand for MICT Skills The MICT SETA Strategy Introduction Methodology The MICT SETA Strategy and Targets The MICT SETA Budget 131 Appendix 1: Employment by Occupation and Province 135 Appendix 2: The MICT SETA SSP Continuous Improvement Plan, September 2012, Version The MICT SETA SSP Continuous Improvement Plan, September 2012, Version Introduction Background Continuous Improvement Plan 145 Appendix A 146 Page ii MICT Sector Skills Plan, , Version 1.3, November 2012

5 FOREWORD South Africa is in the third phase of its National Skills Development Strategy, known as NSDS III. It is with confidence that the MICT SETA feels that it will continue to service its stakeholders as well as it has in the past. Notwithstanding the hurdles that must be cleared as we move forward, the MICT SETA Sector Skills Plan (SSP) for provides the indicators against which our efforts will be evaluated. The need for technical, professional and management skills is clearly identified and we will work together with employers, providers, government and the community to channel appropriate resources into creating the pool of talent that will meet the need. Integrating this skills plan into our own business plan and those of our partners will provide the formula for success. The combined efforts from all stakeholders to produce this document are gratefully acknowledged. The following deserves special reference: The Ministerial representatives on the MICT SETA s Board; Industry, via representation on the MICT SETA s Board; Organised Labour, also through representation on the MICT SETA s Board. Our thanks go to all the stakeholders whose collective wisdom has been incorporated into this document. This sharing of knowledge is the catalyst for reaching South Africa s potential. Oupa Mopaki CEO: The MICT SETA Zandile Mbele Chairperson of the MICT SETA Board MICT Sector Skills Plan, , Version 1.3, November 2012 Page iii

6 Abbreviations Used in this Document Abbreviation ABET ACA ASGISA ATR BBBEE BEE BER BITF BPO BRIC CAGR CEPD DBE CRASA CSIR CSSA CV CWU DoC DHET DoL dti DTT DVB-T EASSy EE EIF ETQA FET F.I.L.M. FOSS GDP HEMIS HET HIV/AIDS HRD HRDSSA HSRC ICASA ICT ILO IPAP ISOE IT ITA ITAC JCSE JIPSA KPA M&E MDDA MICT MTN MTSF NAB NAIRU NEPAD NEMISA NGO NIPF NQF NSA NSDS NSF Description Adult Basic Education and Training Association for Communication and Advertising Accelerated and Shared Growth Initiative for South Africa Annual Training Report Broad-Based Black Economic Empowerment Black Economic Empowerment Bureau for Economic Research Black Information Technology Forum Business Process Outsourcing Brazil, Russia, India and China Compound Annual Growth Rate Centre of Education Policy Development Department of Basic Education Communication Regulators' Association of Southern Africa Council for Scientific and Industrial Research Computer Society South Africa Curriculum Vitae Communication Workers Union The Department of Communications The Department of Higher Education and Training The Department of Labour Department of Trade and Industry Digital Terrestrial Television Digital Video Broadcasting - Terrestrial Eastern Africa Submarine Cable System Employment Equity Electronics Industry Federation Education and Training Quality Assurance Further Education and Training (Institution) Film Industry Learner Mentorship Free and Open-Source Software Gross Domestic Product Higher Education Management Information System Higher Education and Training (Institution) Human Immune Virus / Acquired Immune Deficiency Syndrome Human Resource Development Human Resource Development Strategy of South Africa Human Sciences Research Council Independent Communications Authority of South Africa Information and Communications Technology International Labour Organisation Industrial Policy Action Plan Institute of Sectoral Occupational Excellence Information Technology The Information Technology Association Information Technology Acquisition Centre Joburg Centre for Software Engineering Joint Implementation Project of South Africa Key Performance Area Monitoring and Evaluation Media Development and Diversity Agency Media and Information Communications Technologies Mobile Telephone Networks Medium Term Strategic Framework National Association of Broadcasters Non-Accelerating-Inflation Rate of Unemployment New Partnership for Africa's Development National Electronic Media Institute of South Africa Non-Governmental Organisation National Industrial Policy Framework National Qualifications Framework National Skills Agency National Skills Development Strategies National Skills Fund Page 2 MICT Sector Skills Plan, , Version 1.3, November 2012

7 Abbreviation OECD OFO OGS PC PDI QCTO SAAF SABC SAPO SAQA SARB SDF SDL Seta SIC SIP SITA SME SMMEs SSP Statssa STB the dti USAASA USD WITSA WSP Description Organisation for Economic Co-operation and Development Organising Framework for Occupations On-line Grant System (the MICT SETA system for electronic capturing of WSP and ATR data) Personal Computer Previously Disadvantaged Individual Quality Council for Trades and Occupations South African Advertising Research Foundation South African Broadcasting Corporation South African Post Office South African Qualifications Authority South Africa Reserve Bank Skills Development Facilitator Skills Development Levy Sector Education Training Authority Standard Industrial Classification Strategic Integrated Partnership State Information Technology Agency Small and Micro Enterprises (less than 50 employees in the MICT SETA s context) Small, Medium and Micro Enterprises (less than 150 employees in the MICT SETA s context) Sector Skills Plan Statistics South Africa Set Top Box The Department of Trade and Industry Universal Services and Access Agency of South Africa United States Dollar World Information Technology and Services Alliance Workplace Skills Plan MICT Sector Skills Plan, , Version 1.3, November 2012 Page 3

8 Layout of this Document This document comprises six Chapters. The Chapters are: Chapter 1 is the Executive Summary presented below. Chapter 2 provides the perspective used in developing this SSP. Chapter 3 focuses primarily on the profile of and trends within the MICT Sector. This chapter looks at the size of the MICT Sector in terms of the number of organisations in the sector and the number of employees in the sector segmented by equity factors. The economic outlook for the sector is presented. Various qualitative issues affecting the sector are also presented. Chapter 4 presents an overview of environmental factors impacting on the MICT Sector, including economic factors and government imperatives. Chapter 5 provides insight into sectoral skills development needs, addressing scarce and critical skills that are in demand from MICT Sector stakeholders, and also reviews the supply of MICT skills from tertiary institutions, concluding with a comparison of supply versus demand. Chapter 6: The issues identified in previous chapters are presented in this chapter, as well as the methodology used to develop the MICT SETA s strategy. Page 4 MICT Sector Skills Plan, , Version 1.3, November 2012

9 1 Executive Summary 1.1 Overview of the MICT Sector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as explained in Section 2.3 below. The MICT SETA serves five subsectors in its sector. In terms of establishing a baseline for the number of employees in the MICT Sector in 2011, this is estimated at The following graph presents the Subsector segmentation of the MICT Sector, segmented by number of employees. Figure 1: Number of Employees by Subsector, as at 31 st March 2012 Source: The MICT SETA OGS The following table shows that, while the Advertising subsector is ahead in terms of female equity, and the Electronic Media and Film subsector is close to target, while the remaining subsectors are lagging. All subsectors are severely lagging regarding people with disability. The following figure presents the race distribution of employees in the MICT Sector, by subsector. In terms of race equity, the DoL is striving for a target of 85% Black (African, Coloured and Indian). The following figure shows that the Electronic Media and Film Subsector and the Telecommunications Subsector are progressing well in this regard. Figure 2: Race Distribution of Employees, 2012 Source: The MICT SETA OGS MICT Sector Skills Plan, , Version 1.3, November 2012 Page 5

10 The following figure presents the gender distribution of employees in the MICT Sector. The figure shows that the Advertising subsector in particular and the Electronic Media and Film subsectors both appear to be favoured by women. The remaining three subsectors have some way to go before achieving the required 54% women in their sectors. Figure 3: Gender Distribution of Employees, 2012 Source: The MICT SETA OGS There are an estimated people with disability employed in the MICT sector in 2012, up from the 844 people with disability in 2011, representing a mere 0.5% of total employment in both years. The following table presents the people with disability distribution of employees by subsector. Table 1: Number and Percentage of People with Disability Employed in the MICT Sector, by Subsector as at 31 st March 2011 and 2012 Number of People with Disability % People Number of Total with People with Total Employment Disability Disability Employment % People with Disability Advertising % % Electronic Media and Film % % Electronics % % Information Technology % % Telecommunications % % Grand Total % % Source: The MICT SETA OGS In terms of disability equity, the DoL is striving for a target of 4% people with disability to be employed within the country. The following figure presents the Major Group number of employees in the MICT Sector, segmented by gender. As may be observed, the sector is very male dominant at the managerial, professional and technical occupational levels. Page 6 MICT Sector Skills Plan, , Version 1.3, November 2012

11 Figure 4: Major Group by Gender, 2012 Source: The MICT SETA OGS The following figure presents the Major Group number of employees in the MICT Sector, segmented by race. Figure 5: Major Group by Race, 2012 Source: The MICT SETA OGS Whites are dominant in the managerial and professional categories. 1.2 Scarce and Critical Skills Scarce Skills Inputs received from respondents indicate that to March 2015, there is demand for some potential vacancies in the sector. Furthermore, demand for learners undertaking Learnerships over the next three years represents only 1.5% of all types of Training Interventions. It is expected therefore that very few, if any, requests for cofunding sponsorship from the MICT SETA can be expected for Learnerships over the next three years. Instead, about half of the training programmes stated would be amenable to bursaries. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 7

12 The MICT SETA is required to focus primarily on the development of scarce and critical skills in the sector, as identified from the WSP submissions of MICT stakeholders. The following table presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Advertising subsector, in order of decreasing demand. OFO Code Occupation Description Total Scarce Skills, Multimedia Designer Advertising Specialist Graphic Designer Copywriter Web Designer Classified Advertising Clerk Illustrator Production Coordinator Multimedia Specialist Pre-press Technical Worker Proof Reader Electronic Originator 3 The following table presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Electronic Media and Film subsector. OFO Code Occupation Description Total Scarce Skills, Author Radio Journalist Director (Film, Television, Radio or Stage) Photographer Continuity Person Sound Technician Radio Station Operator Financial Accountant Camera Operator (Film, Television or Video) Broadcast Transmitter Operator Film and Video Editor Finance Manager 4 The following table presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Electronics subsector. OFO Code Occupation Description Total Scarce Skills, Electrical Engineering Technician Computer Network and Systems Engineer Software Developer Mechanical Engineer Telecommunications Technical Officer or Technologist Electrical Engineer Civil Engineer Applications Programmer Sales and Marketing Manager Electronics Engineer ICT Communications Assistant Energy Engineer 26 Page 8 MICT Sector Skills Plan, , Version 1.3, November 2012

13 The following figure presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Information Technology subsector. OFO Code Occupation Description Total Scarce Skills, Software Developer Developer Programmer Computer Network and Systems Engineer ICT Systems Analyst Computer Network Technician Call or Contact Centre Agent ICT Communications Assistant Quality Assurance Analyst (Computers) Database Designer and Administrator Programmer Analyst Management Consultant ICT Project Manager 63 The following figure presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Telecommunications subsector Critical Skills OFO Code Occupation Description Total Scarce Skills, ICT Business Development Manager ICT Sales Assistant Computer Network and Systems Engineer ICT Project Manager ICT Trainer ICT Security Specialist Financial Markets Practitioner Developer Programmer Telecommunications Technical Officer or Technologist Training and Development Professional Call or Contact Centre Agent Telecommunications Technician 11 In terms of satisfying the demand for Critical (Top-Up) Skills, the greatest demand for type of learning programme lies with Workshops which account for 44% of total demand over the next three years, followed by Skills Programmes at 27% and Short Courses at 21%. The MICT SETA is required to focus primarily on the development of scarce and critical skills in the sector, as identified from the WSP submissions of MICT stakeholders. The following figure provides a summary of the types of critical skills required across all subsectors. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 9

14 Figure 6: Types of Critical Skills Required Source: The MICT SETA OGS In greatest demand are sales skills, accounting for 37% of all skills interventions over the next three years, with respondents indicating the majority of need relating to the development of sales techniques. Second behind sales skills is the need for technical skills development, accounting for 34% of all skills interventions over the next three years. The next two categories of skills that are in high demand are software development (the development/ customisation of existing software applications) and software programming (the development of new applications). There are a sufficient number of skilled people produced by the tertiary institutions than are required by both the Advertising subsector and the Electronic Media and Film subsector. There is estimated to be a slight undersupply of degree graduates for the three year period 2012 to 2015 for the ICT subsector, particularly when compared to the oversupply of diploma and degree graduates in the Advertising and the Electronic Media and Film subsectors, and the Diploma graduates in the ICT subsector. It should also be noted though that in a report by the Sunday Times 1, it was reported that: The African Institute for Mathematical Sciences reported that only 10% of its graduates were South African. The University of Cape Town reported that 25% to 30% of its post-graduates in the science faculty were draw from other countries. If 25% of the 6,000 students that graduate over this period return to their home countries, the remaining 4,500 graduates will not meet demand in South Africa. Reviewing and summarising the analysis of where the MICT SETA can contribute to the national imperatives presented under Scarce and Critical Skills, the MICT SETA, in its strategy for the next five years, plans to adopt the following tactics. The MICT SETA continues to receive numerous requests for funding of Learnerships from employer organisations. Learnerships also present benefits to employers in the form of improved BBBEE scorecards and tax relief in the form of tax rebates. The MICT SETA also intends to increase End User Computing Learnerships in the rural areas. The MICT SETA will also continue funding Internships and Skills Programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. A further point to note is that the majority of MICT Learnerships address NQF level 4 and 5, which in essence compete with University of Technology diplomas. The establishment of the QCTO presents an opportunity for the MICT SETA to develop occupationally based qualifications up to NQF level 10. This will give the Seta a platform to address the scarce and critical skills as mentioned in this document. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and SA Brains choose dosh over degrees, The Sunday Times, 8 th August 2010, Page 8. Page 10 MICT Sector Skills Plan, , Version 1.3, November 2012

15 Increase the number of bursaries for university students for Media, Advertising, and ICT sub sectors. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Focus on the Scarce and Critical Skills needs of the sector through bursaries, Learnerships, internships, skills programmes and short courses, the latter being of high importance in an industry experiencing ever changing technology. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9, 10 and MICT SETA Strategy The Outputs that the MICT SETA will be seeking to achieve over the period 1 st April 2013 to 31 st March 2018, based on all the issues raised in this document, are presented in Chapter 6 of this document. For further consideration, please refer to The MICT SETA Strategic Plan for the Fiscal Period 2013 to MICT Sector Skills Plan, , Version 1.3, November 2012 Page 11

16 2 Introduction 2.1 Background On the 1 st April 2011, South Africa moved into the third phase of the National Skills Development Strategy, (NSDS III), covering the period 1 st April 2011 to 31 st March In order to successfully develop the skills required by stakeholder companies in the Media, Information and Communication Technologies Sector Education and Training Authority (the MICT SETA) Sector, the MICT SETA is required each year to develop and present its five-year strategy, now covering the period Purpose of the Sector Skills Plan The purpose of the Sector Skills Plan is to: Review national skills development imperatives to determine how the MICT SETA can contribute to these imperatives. These imperatives include the National Industrial Policy Framework and Industrial Policy Action Plan; the Land Restitution and Rural Development Strategies; new sector-specific plans that emerge; and the HRD Strategy for the Public Sector, as well as the Medium Term Strategic Framework s strategic priorities. Provide an overview of the trends in employment and other factors in the MICT Sector, so that the MICT SETA can forecast trends that will impact on what it will be able to achieve over the next five years. Understand the supply of skills into the MICT Sector so that the MICT SETA can further identify those areas to which it needs to focus its training intervention attention. In this regard, the MICT SETA needs to develop a national understanding of the supply and demand of MICT skills, since these skills are also in demand in other sectors outside of the MICT Sector. Determine the scarce and critical skills demand of the MICT Sector, at 6-digit Organising Framework for Occupations (OFO) level, so that the MICT SETA can direct resources to assist in satisfying this demand. Based on a synthesis of the above information, the MICT SETA must then develop and present its five-year strategy for the period 1 st April 2013 to 31 st March 2018, within which it will identify a set of sector specific priorities that will meet sector needs, including the scarce and critical skills in the sector. 2.3 Methodology Several approaches have been used in compiling this Sector Skills Plan Desk Research In April 2010, the Department of Higher Education and Training (DHET) provided excellent guidance on what documentation to review regarding various Government policies and strategies. This was covered in a document entitled Framework for the National Skills Development Strategy, 2011/ /16, First Draft for Consultation, 29th April This was followed in June 2011 by a document entitled Proposed Guidelines for Terms of Reference for the Development of Sector Skills Plans, made available by the DHET at Indlela on the 14 th June These documents required SETAs to review the following documents to identify where the SETAs could make a contribution to Government imperatives. The analysis of these documents provided input into the economic profile and drivers of change sections of this document: o Human Resource Development Strategy of South Africa (HRDSSA) , as approved on 18 March o Medium Term Strategic Framework, ( ) Minister in the Office of the Presidency: Planning, July o Industrial Policy Action Plan, the dti, August o Integrated Sustainable Rural Development Strategy (ISRDS), November o National Industrial Policy Framework (NIPF), the dti. In addition to the above, the MICT also reviewed and obtained insight from the following sources: o The Department of Communications (DoC) website, regarding the e-skills Institute o Government Gazettes, such as the Government Notice, No , Government Gazette, 11th November 2010, regarding the SIC allocation to the MICT SETA o Department of Higher Education and Training Strategic Plan 2010 to 2015 o The requirements of the Minister of the Department of Higher Education and Training s performance agreement with the President o Accenture research report o Statistics South Africa (Statssa) Labour Force Survey Report o The South Africa Reserve Bank (SARB) Quarterly Reports Page 12 MICT Sector Skills Plan, , Version 1.3, November 2012

17 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o Past MICT SETA Annual Reports BMI-TechKnowledge World Information Technology and Services Alliance (WITSA) Engineering News SAAF Media Consumption Information Department of Science and Technology website Commercial Producers Association South African Yearbook Career Junction PriceWaterhouseCoopers Wilkofsky Gruen Associates South African Information website Department of Trade and Industry website South African Media and Entertainment Outlook The McKinsey Global Institute Organisation for Economic Co-operation Development Global Economic Research D. Rodrik, Understanding South Africa s Economic Puzzles SABC News South African Yearbook Africa Economic Outlook ILO Global Employment Trend Report Business Monitor International Report First National Bank website N Altman, State of Employment in South Africa H.Bhorat et al., The Impact of Structural and Production Method Changes on Employment Growth of Occupational Groups in South Africa South Africa National Treasury Harvard Report World Bank Report Bureau for Economic Research Other sources as referenced in this document National e-skills Plan of Action As input to assessing the supply of skills in South Africa, data from the following sources was acquired and analysed: Higher Education Management Information System data from The Department of Higher Education and Training (DHET), HEMIS Division for national qualification supply data. The Scarce and Critical Skills reports of the other SETAs. The Skills Demand List compiled by the DHET, available from the DHET s website. The matric data was sourced from the Department of Education 2 and the tertiary data from the Department of Higher Education and Training 3. At tertiary level, electronics and electrical engineers are classified together. An estimate of 25% for electronics engineers in this group was used. The DHET provided the MICT SETA with over 800 Megs of data in over 700 files. This data has been collated into one database in order to analyse the supply side of people entering and achieving tertiary qualifications. Qualifications that are relevant to graduates that are likely to pursue a career in the MICT sector were identified, allowing a comparison of the supply of MICT graduates against the demand for such graduates on a national basis. National demand was identified using the SSPs of other SETAs and the Skills Demand List from the DHET. Due to a rearrangement of HEMIS data that occurred in 2010, there is a discontinuity with the historical trends of enrolments and graduates against the 2010 data. This occurred primarily with the data for Advertising, as well as the Electronic Media and Film data. Nevertheless, an analysis of the 2010 data has been performed with estimates for 2011 to 2014 being performed using the historical trends. Additional desk research that is due to be performed for inclusion in the 2013 Sector Skills Plan includes research into the development of skills in green occupations. As a result of these findings, the relevant SAQA occupational qualifications will be reviewed. The National Planning Commission report will also be reviewed. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92, 104 and Matric data from Annual Reports of the Department of Education, to Higher Education Management and Information Systems (HEMIS) data from the Department of Higher Education and Training, 2004 to 2010 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 13

18 Research will also be conducted to attempt to assist potential retrenchees in the traditional sectors with ABET and End User Computing training to improve their prospects of re-employment in other sectors, utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This will require cross-sectoral partnering with Agriseta and MQA. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 42, 43, 135 and 167. A national database of supported small businesses will be established and the impact of MICT SETA supported training in SMEs will be reported on. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 48 and 49. The skills needs of trade unions, NGOs and community-based organisations in the MICT Sector identified and Strategies developed to address these needs. A sector skills development project piloted with selected trade unions, NGOs and community-based organisations and Skills development with selected trade unions, NGOs and community-based organisations expanded through partnership NSF funding. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 50 to 53. Stakeholders will be engaged through questionnaires to review and adjust skills and qualification needs, as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 57. Types of mentoring and coaching programmes will be researched. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Information will be distributed to stakeholders via the website and . This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 5, 6, 54 to 56, 72, 73, 76 and 80 to 82. Research undertaken to establish the impact on the NSDS, as addressed in the MICT SETA Strategy, presented in Chapter 6, Item Qualitative Stakeholder Research In DHET s Framework for the National Skills Development Strategy, 2011/ /16, First Draft for Consultation, 29th April 2010, it was requested that the SETAs obtain inputs from stakeholders. In order to obtain inputs on several topics from the MICT SETA stakeholders, the MICT SETA developed and distributed a questionnaire to several MICT SETA companies. The MICT SETA would like to thank the following organisations for the valuable and comprehensive responses they returned to the MICT SETA: 1. Bytes Managed Solutions 2. Bytes Outsource Services 3. Computer Society of South Africa (CSSA) 4. Derivco 5. Department of Communications 6. Ericsson Sub Saharan Africa 7. Helios Copier 8. The Information Technology Association (ITA) 9. Joburg Centre for Software Engineering (JCSE) 10. Mobile Telephone Networks (MTN) 11. MWeb Connect 12. Nashua Mobile 13. Nokia Siemens 14. State Information Technology Agency (SITA) 15. T-Systems 16. Lindsay Smithers FCB 17. The Hardy Boys 18. Ogilvy & Mather Rightford 19. Hero Design & Advertising 20. Ochre Media 21. Nu Metro Entertainment 22. Filmair Camera & Grip Rental 23. The Bomb 24. Urban Brew Studios The inputs from these organisations were reviewed, analysed and consolidated, and are presented in Section 3.7. Future additional qualitative stakeholder research is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 22, 24 and Focus and Working Groups In the past, the MICT SETA has participated in several working groups, such as the JIPSA ICT Working Group, and is currently participating in the Strategic Integrated Partnership (SIP) initiative. Work recently started on identifying the perceived MICT skills required for SIP 16. Page 14 MICT Sector Skills Plan, , Version 1.3, November 2012

19 The MICT SETA is also working with SAQA, addressing the needs identified in the Sector Skills Plan. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 104. In order to test the validity of the Sector Profile information presented in the August 2011 Sector Skills Plan, five focus group sessions were held in November 2011 with representatives of each of the Electronic Media and Film, Advertising, and Information and Communication Technologies (including Electronics) Subsectors. The participants of each of these focus groups confirmed that the information presented was in line with their own perceptions of their respective subsectors, except for the Electronics subsector participants, who felt that the employment data was too low for this subsector. After discussion regarding the types of organisations included in the Electronics subsector, it emerged that the MICT data excluded electronic installers, organisations that are likely to belong to the Services Seta. Additional focus groups are planned for 2013 to 2015, as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 26, 27, 31 to 38, 58 and 59. These tasks involve: Prospectuses on the FET colleges in SA obtained. Relevant programmes (at N6) at FET colleges identified and mapped to the Seta SSP. Substantial quality programmes identified through focus groups with employers. Qualifications reviewed with the QCTO, Employers, Training Providers and other stakeholders. Impact of the training programmes analysed and reported in an Impact Study report. The MICT SETA is aware of the Labour Market Intelligence Partnership project and will participate once nominated Personal Interviews In 2011, a personal interview was held with the E-Skills Institute. More recently, personal interviews have been held with participants in the Electronic Media and Film subsector and the Advertising subsector, the purpose being two-fold, namely: To discuss the information presented in the August 2012 Sector Skills Plan To determine whether these organisations could present any additional information that could add value to the November 2012 Sector Skills Plan These organisations include: National Electronic Media Institute of South Africa (NEMISA) Cape Film Commission Film Industry Learner Mentorship (F.I.L.M.) Media Development and Diversity Agency (MDDA) Association for Communication and Advertising (ACA) National Association of Broadcasters (NAB) Official South African Casting Association (OSCA SA) Where applicable, these organisations have agreed to work with the MICT SETA to contact their stakeholders in order to assess the magnitude of employment in the Electronic Media and Film subsector and the Advertising subsector, as well as assist with skills development Contracted Research Houses Towards the end of 2011, as suggested by DHET, the MICT SETA contracted the Centre of Education Policy Development (CEPD) to assess the quality of the MICT SETA Sector Skills Plan and make suggestions as to how the document could be improved for the mid-january 2012 submission. The CEPD had worked with a number of SETAs already and was therefore able to make several constructive suggestions, the majority of which were incorporated in time for the mid-january 2012 submission. External research was contract in 2010 with Joburg Centre for Software Engineering (JCSE), associated with the Witwatersrand University, and IT Web to produce the 2010 National ICT Skills Survey. This report was made available on the MICT SETA website and some of the findings were presented in the 2011 Sector Skills Plan. In 2012, JCSE made some of its 2011 report available to the MICT SETA, which is published in the section on Priority Skills in this Sector Skills Plan. The MICT SETA has again contracted JCSE to repeat this research, but with an expanded to determine the national installed base of technical MICT personnel. This report will become available in early The DHET has expressed concern that the MICT SETA is not conducting and empirical research. For 2013/14, the MICT SETA has budgeted R2 million which will be directed at obtaining an economic model/data and well as a labour market model/stats for the sector/national industry. This will be put out to tender. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 15

20 The MICT SETA is also researching which universities have performed research in the Advertising, Electronic Media and Film. Electronics, Information Technology, and Telecommunication subsectors and whether these universities can provide subsector labour market and skills development research information in these subsectors. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 20, 22, 24 and ATR and WSP Research Legislation requires the SETAs to acquire particular data from levy paying organisations, as per the Skills Development Levies Act of 1998 and subsequent amendments and associated regulations. The MICT SETA analysed the Annual Training Report (ATR) and Workplace Skills Plan (WSP) data received from the MICT SETA stakeholder companies to determine the profile of the MICT Sector. In order to obtain the best possible and most accurate data from Skills Development Facilitators (SDFs), the MICT SETA has over the years taken the following actions: 1. Over the years, the MICT SETA has built up a strong relationship with its SDFs, the intention being to understand the challenges facing SDFs. In this regard, the MICT SETA has adopted the approach of attempting to make the SDFs task as easy as possible. This has been achieved through: The development of a comprehensive SDF Reference Manual which assists SDFs with the methodology of data collection and data capture into the MICT SETA s Internet based On-Line Grant System (OGS). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 62 an 75. The provision of templates to assist with data collection. Conducting annual workshops where the SDFs are taken through the OGS in detail. About 550 out of about 630 MICT SETA SDFs attended in 2012, a higher attendance rate than 2011 due primarily to the anticipated changes in the process through the introduction of pivotal grants. The provision of strong query support to SDFs from the MICT SETA administrators. It has also been explained to SDFs that the MICT SETA will continuously be auditing stakeholder submissions to assess the accuracy of the submissions. This is done on a sample basis, this process starting in The auditing function is performed by the Monitoring and Evaluation Division of the MICT SETA. 2. For the last three years of submissions, the MICT SETA built into their system various checks and balances that check for inconsistencies and possible errors that may occur, requesting the SDFs in real time to recheck their data. These checks and balances are pointed out in the ATR/WSP template that is available to the SDFs, so that the SDFs know ahead of time what to expect when they capture their data into the OGS. In many instances, these checks require the SDF to perform additional calculations to confirm that the data entered agrees with their collected data, thereby dramatically reducing the possibility of incorrect data entry. 3. The new data provided by SDFs is further analysed by the MICT SETA s researchers to look for inconsistencies. If any are found, the stakeholder is contacted for clarification. For example, a jump in employment could indicate a buy-out or merger. 4. SDFs are informed that the MICT SETA uses the Scarce and Critical Skills data provided by SDFs to indicate whom the MICT SETA should partner with on learning programmes in order to achieve its own goals. When applying to the MICT SETA for funding assistance on learning programmes, the stakeholder completes a Letter of Intent, motivating their need for learners to be trained, and indicating how many learners need to be trained. On submission of this Letter of Intent to the MICT SETA, the MICT SETA checks this request against what the organisation reflected in its WSP. If there are discrepancies, the stakeholder is requested to explain the difference. 5. SDFs are requested to indicate why their WSP forecast of the previous year differs from the ATR actual. 6. Once the SDF is ready to submit this data, it is first signed off for accuracy by a senior manager in the organisation, the employee representative within the organisation (where the organisation has 50+ employees), and the SDF. SDFs are requested to provide the following data: Past and future spend (separately) and number of training interventions, by type of training intervention and by occupation by municipality, race, gender and disability. Types of training interventions include Learnerships (Employed and Unemployed), Internships, Skills Programmes, Short Courses, and Bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9, 10 and 21. Employment Profile of the company, as at 31 March, by occupation by municipality, race, gender. Disability and age group. Page 16 MICT Sector Skills Plan, , Version 1.3, November 2012

21 Scarce and Critical Skills, by occupation with a three year forecast, including suggested training interventions that will assist in acquiring these skills. Reasons, where applicable, why the training interventions that were planned in the previous year did not occur as originally planned. As may be appreciated, the MICT SETA SDFs provide extensive and detailed data, requiring a lot of effort on the SDFs part, and, in many stakeholder companies, this can consume several weeks of the SDF s time. Although some may suggest that the collection of this data should be outsourced, it is unlikely that collecting this detail of data within a one or two hour interview would be achievable. It is also unlikely that outsourced researchers will cover the number of organisations from which the MICT SETA receives ATR/WSP data. The following table shows the submission percentage return results of the methodology described above. It should be noted that only organisations that have a total annual payroll exceeding R per annum and only organisations contributing SDL to the MICT SETA are included in this table. The table below shows that a very high percentage of Large companies (those companies with 150+ employees) provided data to this Seta via their WSP submission. This percentage is in fact 96%, up slightly from the 93% recorded in About 84% of Medium companies (those companies with 50 to 149 employees) submitted their WSP data, also slightly up from the 78% recorded in Regarding Small companies (those companies with 49 or fewer employees), 23% submitted their WSP data, down slightly from the 26% of The reason for this is believed to be the complications of pivotal grants which were thought to be introduced in The MICT SETA is concerned that the introduction of pivotal grants will have a large impact on the number of Small companies participating in the skills development process. Table 2: Assessment of ATR/WSP Data Submission versus Number of Levy-Contributing Companies ,5 Number of Levy- Contributing Companies Number of WSP Useable Submissions of Data Percentage Return Advertising % Large % Medium % Small % Electronic Media and Film % Large % Medium % Small % Electronics % Large % Medium % Small % Information Technology % Large % Medium % Small % Telecommunications % Large % Medium % Small % Grand Total % Source: DHET Levy Contribution Data, the MICT SETA ATR/WSP submission data Once this data has been collected, it is analysed for input into the SSP. Using regression analysis on known levy contributions for all MICT SETA stakeholder companies, as provided by SARS via DHET, and known employment data as provided by WSPs, the number of employees in the non-submitting companies is estimated, this analysis being performed by Standard Industrial Classification (SIC) code, subsector and company size. This forms the basis for the analysis of all other data, as presented in this document. For the 2013 ATR/WSP submission, SDFs will be requested to provide education and qualification data of employees, the analysis of which will be presented in the 2013 Sector Skills Plan. 4 DHET Levy Contribution Data 5 MICT ATR/WSP submission data MICT Sector Skills Plan, , Version 1.3, November 2012 Page 17

22 Using the chapter in the Sector Skills Plan on Scarce and Critical Skills, the MICT SETA Career Opportunities Guide will be developed and distributed. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 5, 6, 54 to 56, 72, 73, 76 and 80 to Assessment Inputs on the August 2012 Sector Skills Plan At the August 2012 presentation of the August 2012 Sector Skills Plan to the MICT SETA Board, the Board made the following suggestions: That conscience is taken of the non-levy paying organisations in the Electronic Media and Film subsector. This subsector has a host of small community radio and television companies which are either non-profit organisations or fall below the R total annual payroll boundary, but nevertheless represent a significant area of employment. Furthermore, this subsector is characterised as having large numbers of freelancers who may or may not directly be levy contributors, but are likely to have skills development needs. To this extent, NEMISA, the Cape Film Commission, ACA and MDDA have agree to assist in identifying these subsector participants so that the MICT SETA can identify the magnitude of employment in this subsector as well as assist with skills development. The MDDA has already provided some valuable information in this regard. The MICT SETA will shortly be contacting these radio and television stations through telephone and/or questionnaires. Where possible, NEMISA will assist with contact details. The SABC, etv and other organisations will be approached for assistance with freelancer contact details, and the MICT will develop a freelancer database also through placing advertisements in local newspapers around the country requesting freelancers to come forward with their contact details and CVs. That the MICT SETA becomes the authority covering all MICT employment and skills needs across South Africa, rather than focusing only on the MICT sector of levy paying organisations. To this end, the MICT SETA has already contracted JCSE, as mentioned above, to determine the national installed base of technical MICT personnel. These suggestions of the MICT Board are welcomed. Although preliminary work on these suggestions has already started, the magnitude of this exercise means that the results of this research will only become available during 2013, and will be included in the 2013 Sector Skills Plan. In October 2012, the DHET provided its findings and suggestions based its assessment of the August 2012 Sector Skills Plan. 2.4 Defining the MICT Sector and its Subsectors The Government Notice, No , published in the Government Gazette, dated 11 th November 2010, defines the MICT SETA SIC Codes as being those presented in Table 3 below. Furthermore, the MCT Seta has five subsectors within its sector. These subsectors are also defined by SIC code in the following table. Table 3: The MICT SETA SIC Code List 6 SIC Description Subsector Manufacture of Alarm Systems Electronics Telecommunication Telecommunications Wired Telecommunication Carriers Telegraph Telecommunications Television Broadcasting, Television and Radio Signal Distribution Television and Radio Signal Distribution Telecommunications Cable Networks and Programme Distribution Cable TV Services Telecommunications Telephone Telecommunications Wireless Telecommunication Carriers except Satellite Radiotelephone Telecommunications Television Broadcasting Telecommunications Telecommunications and Wired Telecommunication Carriers Telecommunications Paging Telecommunications Cellular and Other Wireless Telecommunications Telecommunications Satellite Telecommunications Telecommunications Other Telecommunications Telecommunications Security Systems Services except Locksmiths Electronics Office Automation, Office Machinery and Equipment Rental Leasing including Installation and Maintenance Electronics Software Publishers Prepacked Software Information Technology Computer Systems Design and Related Services Computer Integrated Design Information Technology Computer Facilities Management Services Information Technology Electronic and Precision Equipment Repair and Maintenance Computer Maintenance and Repairs Electronics Computer Rental and Leasing Information Technology Computer Programming Services Information Technology Other Computer Related Activities Information Technology Call Centre Systems Development and Installations Activities Call Centre and Customer Relationship Information Technology Management System Development Computer System Design Services and Integrated Solutions Information Technology 6 Government Notice, No , Government Gazette, 11 th November 2010 Page 18 MICT Sector Skills Plan, , Version 1.3, November 2012

23 86010 Consumer Electronics Repair and Maintenance Electronics Computer and Office Machine Repair, Maintenance and Support Services Information Technology Communication Equipment Repair and Maintenance Telecommunications Other Electronic and Precision Equipment Repair and Maintenance Electronics Repair and Maintenance of Electronic Marine Equipment Electronics Research and Development of Electronic Equipment and Systems Electronics Import and Product Integration of Pre-Manufactured Electronic It and Telecommunications Equipment Electronics Research and Development In The Physical and Engineering Sciences Electronics Electronics Importation and Product Integration of Pre-Manufactured Electronics It and Electronics Telecommunications Equipment Telecommunications Importation and Product Integration of Pre-Manufactured Electronics It and Telecommunications Telecommunications Equipment Providing Radio and Television Transmission Signals Telecommunications Installation, Maintenance and Repair of Tracking Devices For Cars Electronics Motion Picture and Video Production and Distribution Electronic Media and Film Related Activities - Film and Tape Renting To Other Industries, Booking, Delivery and Storage Electronic Media and Film Film and Video Reproduction Electronic Media and Film Bioscope Cafes Electronic Media and Film Production and Broadcast of Radio and Television Broadcast Content Electronic Media and Film News Agency Activities Electronic Media and Film Advertising Advertising Activities of Advertising Agents Advertising Commercial Design Advertising Photographic Activities Electronic Media and Film Source: Government Notice, No , Government Gazette, 11 th November Caveats It is important to note that the MICT Sector does not comprise all organisations in the Information and Communication Technologies (ICT) Sector because there are companies that have defined themselves to be in other sectors, such as professional services, despite these companies being recognised as ICT companies. There are also organisations, such as the banks, which have a large ICT skill component but which belong to other industry sectors and SETAs. The ICT component of the MICT Sector should therefore be viewed as a subsector of the whole ICT Sector. As mentioned above, the MICT SETA has been requested to expand its view of the MICT sector to include nonlevy paying organisations and freelancers, as well as include those MICT that reside in other SETA sectors. This information will be made available in the 2013 MICT SETA Sector Skills Plan. At this point however, it is nevertheless important to note that, since the MICT SETA currently addresses the skills needs of the MICT SETA stakeholder companies, this Sector Skills Plan primarily addresses the MICT Sector specifically, not the ICT Sector, hence the exclusion of ICT skills demands of other Seta sectors, unless stated otherwise. 2.6 The MICT SETA SSP Target Stakeholders In order to keep this SSP correctly focussed, we need to define who the stakeholders are that will make use of the SSP. The MICT SETA sees four groups of stakeholders that will make use of the information presented in this SSP. These are: The MICT SETA itself, the SSP being seen as the foundation material required for consideration to produce its strategy for the next five years. The DHET which will monitor the achievements of the MICT SETA against the MICT SETA stakeholder demands for skills development as presented in this document. In this regard, the DHET placed several requirements on the SETAs, as specified in their document Framework for the National Skills Development Strategy 7, and subsequently in the Proposed Guidelines for Terms of Reference for the Development of Sector Skills Plan 8. The MICT SETA made extensive use of the content of these documents in preparing this SSP. The MICT SETA stakeholder companies who may wish to use the information herein for their own strategic planning. In July 2010, a survey was conducted across 505 Skills Development Facilitators (SDFs), of which 73 (14%) responses were received. With regard to determining the usefulness of the SSP to stakeholders, four questions were posed to the SDFs. The responses to these questions are presented below: 7 Framework for the National Skills Development Strategy, 2011/ /16, First Draft for Consultation, 29th April Proposed Guidelines for Terms of Reference for the Development of Sector Skills Plans, made available by the DHET at Indlela on the 14 th June 2011 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 19

24 Questions posed Yes No No Response Have you heard of or seen the MICT SETA's Sector Skills Plan? 74% 26% 0% Are you aware that we publish this document every year on our website? 74% 25% 1% Have you referred at all to this document? 52% 47% 2% Have you used it for research purposes? 18% 82% 0% The results reflected in this table indicate that: o o Almost three-quarters of our stakeholders are aware of the SSP and that it is published on its website. While three-quarters of our stakeholders are aware of the SSP, about half of these stakeholders have referred to this document, and about 20% have used it for research purposes. Additional Stakeholders: There are several other organisations that make use of the SSP for economic, industrial and development planning. These include, for example, the dti, the Planning and M&E Departments in the Presidency, the research divisions of banks, and the Department of Communications. Page 20 MICT Sector Skills Plan, , Version 1.3, November 2012

25 3 The MICT Sector Specific Profile and Economic Outlook 3.1 Introduction The MICT SETA s strategy requires that the WSP and ATR data is analyses on an annual basis, as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 3. This chapter provides insight into the size of and trends in the MICT Sector, segmented by subsector, race, gender and size of company. Also presented is the economic outlook for the sector. 3.2 The MICT Sector Profile Key Organisations in the MICT Sector The key organisations in the MICT sector, excluding the levy contributing organisations, include: Advertising Media Association of South Africa (AMASA). AMASA as a voluntary body focuses on media education, organises monthly meetings in open forums to share knowledge relevant to the advertising and media industries, has a bursary plan for those wanting to enter the world of media and organises annual workshops for planners, strategists and advertisers at all levels. Association for Communication and Advertising (ACA). ACA is the official, representative body for the Communications and Advertising profession in South Africa. Communications has evolved into an exciting hybrid of interactive, brand activation, new content and more, and the ACA represents companies in this profession to government, media and the public. It is a voluntary body formed both by, and for the industry, focused on and committed to self-regulation, and to defend the highest standards of ethical practice. Association of Christian Broadcasters (ACB). The Association of Christian Broadcasters is a network of Christian broadcasting organisations that have a vision of reaching people with the Gospel and are willing to share their resources and expertise. Nearly all Christian radio & television stations and their programme producers in Southern Africa are members of the ACB. The ACB was founded in 1994, and currently has over 75 members. Black Information Technology Forum (BITF). The Black Information Technology Forum is an association of black individuals formed specifically to address the poor representation of blacks in the information and communications technology industry as both professionals and business operators. The BITF has a total membership base of approximately IT professionals nationally and 100 student members. Broadcasting Electronic Media and Allied Workers Union (BEMAWU) Cape Film Commission (CFC). The Cape Film Commission is the official advocate for the feature film, television, video, commercials, and stills photography production industry in the Western Cape. The Commission is a Section 21 (not-for-gain) company and functions as an independent, autonomous organization that combines the film-related interests of the City of Cape Town and the Provincial Government of the Western Cape. The core aim of the Commission is to position Cape Town as a globally competitive film city and to promote Cape Town and the Western Cape region as a world class production destination. It is responsible for facilitating and coordinating on-location filming in both the City and the Province. This includes the assembly and management of all information that affects and influences film making in the region. Communication Workers Union (CWU). To promote, advance and protect workers interests in communication industries like Telkom (in telecommunication), SAPO (in the postal industry), SABC (in broadcasting industry), Vodacom and MTN (in the cellular industry), CCI, (in cabling industry), Nashua and SA Blick, (in the computer industry), TDS (in information industry) and Sun Couriers (in the courier industry). Computer Society of South Africa (CSSA). The Society actively engages with Commerce, Industry and Government in order to influence policy formulation on behalf of both its own members and other stakeholders. The Society also encourages the growth of professionalism, and the responsible and professional use of Information and Communications Technology throughout the South African economy. CSSA comprises more than 3000 ICT practitioners based in South Africa. Independent Communications Authority of South Africa (ICASA). ICASA is the regulator for the South African communications, broadcasting and postal services sector. ICASA was established by an Act of statute, the Independent Communications Authority of South Africa Act of 2000, as Amended. ICASA's mandate is spelled out in the Electronic Communications Act for the licensing and regulation of electronic communications and broadcasting services, and by the Postal Services Act for the regulation of the postal sector. Enabling legislation also empowers ICASA to monitor licensee compliance with license terms and conditions, develop regulations for the three sectors, plan and manage the radio frequency spectrum as well as protect consumers of these services. The Independent Forum for Faith and Media (IFFM; formerly the Independent Forum for Religious Broadcasting founded 1994) is devoted to promoting spirituality and faith in all aspects of broadcasting, including electronic media. The IFFM reaches out in many directions: to Parliament, to Government MICT Sector Skills Plan, , Version 1.3, November 2012 Page 21

26 Departments and ICASA; to broadcasters to get an equitable treatment for faith based communities, and to watch-dog organisations over complaints. Information Technology Association (ITA). The ITA is a representative body, formed in 1934 for the local Information, Communication and Technology (ICT) Sector. The main purpose of this body is to represent and foster the professional and commercial interests of its members, which shall be employers active in the Information Technology Sector. Media Development and Diversity Agency (MDDA). MDDA was set up by an Act of Parliament (Act 14 of 2002) to enable "historically disadvantaged communities and persons not adequately served by the media" to gain access to the media. Its beneficiaries will be community media and small commercial media. To achieve its objective, the MDDA encourages ownership and control of, and access to, media by historically disadvantaged communities, historically diminished indigenous language and cultural groups; encourages the channelling of resources to community and small commercial media; encourages human resource development and capacity building in the media industry, especially amongst historically disadvantaged groups; and encourages research regarding media development and diversity. Media Workers' Association of South Africa (Mwasa) National Association of Broadcasters (NAB). NAB is a non-profit organisation funded entirely by its members. NAB regularly engages with policy makers on behalf of our members in order to promote an industry grounded in the principles of democracy, diversity and freedom of expression. Over eighty organisations belong to NAB and hundreds of individuals working in broadcasting and associated industries involve themselves in our activities. National Community Radio Forum (NCRF). NCRF, registered as a Section 21 Company not for gain, was formed in 1993 in Orlando, Soweto, in order to lobby for the diversification of the airwaves in South Africa, and to foster a dynamic broadcasting environment in the country through the establishment of community radio stations. The NCRF has about 120 community radio station projects in its membership, with about 75 of the stations on air and others waiting to be licensed by the Independent Communications Authority of South Africa (ICASA). Community Radio collectively is now the third largest broadcaster nationally according to SAARF 2004B, with almost 5 million listeners in the most rural areas of our country covering all provinces. National Electronic Media Institute of South Africa (NEMISA). NEMISA came into being as an institution of education and learning, specialising in teaching the production and technical skills applicable to the TV, radio and broadcasting industries. Formed as part of a government initiative in 1998, its fundamental purpose was to train previously disadvantaged individuals, particularly women, and equip them with the skills necessary to play significant roles in the broadcasting environment. The newly revitalised institute offers meaningful, targeted, relevant coursework covering the entire spectrum of the production activities serving the converging technologies for digital content production. It offers training in all the disciplines essential in the emerging world where video, sound, graphics, animation, telephony and data meet in the merger of computers, satellites, television and Internet. South African Communications Forum (SACF). SACF is a non-government industry association which came into formation in The key members of this forum are the stakeholders in the Telecommunications, Information Technology, Electronics and the Broadcasting industries. South African Electronic Industries Federation (SAEIF). SAEIF represents various organisations and companies in the electronics industry. The objectives of the SAEIF are to protect and grow the industry, stimulate economic growth in the sector and sub-sectors, protect the industry with tariff and non-tariff barriers, identify and mitigate bottlenecks that restrict growth of the sector, develop skills by retaining, developing and attracting skills; and influence academia in respect of curricula, and help empower government on various industry issues, challenges and to provide advice to ministers on mechanisms to market and promote the industry. South African Electrotechnical Export Council (SAEEC). SAEEC is a not for gain organisation established as a Public Private Partnership between South African business and the Department of Trade and Industry to facilitate the export growth and internationalisation of its members. Our members are South African registered companies that are manufacturers and providers of products and related services from the Electrotechnical sector namely Electrical Engineering, Electronics, Information Technology and Telecommunications. The Council was established in 1991 and reports to a Board of Directors drawn from its members. It provides an important platform on which to coordinate the export marketing efforts of the sector as well as being an official conduit to government to enhance strategies and policies to improve the export support environment The MICT Sector Company Profile It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above. Several new companies joined the MICT sector during 2011/12, and a number of companies fell out. The new entrants were as a result of Inter-Seta Transfers into the MICT sector and a number of Small companies moving Page 22 MICT Sector Skills Plan, , Version 1.3, November 2012

27 above the R total annual payroll threshold, through a combination of growth and inflation. Companies falling out of the sector were as a result of decline in growth, liquidation, mergers and Inter-Seta Transfers out of the sector. The following table presents a reconciliation of these dynamics. Table 4: Assessment of ATR/WSP Data Submission versus Number of Levy-Contributing Companies 2011 Total No of Companies 2010/11 New Entrants 2011/12 Total No of Companies 2011/12 Growth in No of Companies 2011/12 New Entrants by Subsector Exits in 2011/12 Advertising % Electronic Media and Film % Electronics % Information Technology % Telecommunications % Grand Total % The total number of companies in the sector in 2012 grew by 17% from in 2011 to in 2012, with the Advertising and the Electronic Media and Film subsector experiencing the highest growth. This is largely as a result of the rearrangement of MapppSeta in 2011 where several of these companies, in moving out of MapppSeta, were placed in the wrong SETAs. During 2011/12, many of these companies arranged Inter-Seta Transfers into the MICT SETA. The total number of Levy-Paying companies in the MICT Sector, as at 31 st March 2012 is 3 745, up from the in The following graph presents the subsector segmentation of the MICT Sector, segmented by number of companies. Figure 7: Percentage Number of Companies in the MICT Sector, as at 31 st March 2011 and 31 st March 2012 Source: The MICT SETA OGS As may be observed in the figure above, in terms of number of companies, the Information Technology Subsector is the largest of the subsectors, and Electronic Media and Film the smallest. Over half of the companies in the MICT Sector reside in the Information Technology Subsector, whilst the Electronic Media and Film Subsector have the fewest number of companies. The share of the number of companies in the Telecommunications subsector has declined slightly but despite this and the overall increase in the number of companies in the MICT sector from 2011 to 2012, the percentage share of each subsector has remained very stable. The following table presents the segmentation based on size of company. The table shows that the number of large companies in the Electronic Media and Film, the Electronics and the Information Technology subsectors have increased by a total of seven companies from 2011 to Time has not allowed the reasons to be established for this occurrence, but this will be investigated for the November revision. In contrast, the number of Small companies across all subsectors has increased, due to new companies starting up and growth in total annual payroll across the R threshold. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 23

28 Table 5: Number of Levy-Paying Companies in the MICT Sector, by Subsector and by Company Size, as at 31 st March 2011 and 2012 Number of Companies 2011 Number of Companies 2012 % of Subsector 2012 % of Sector 2012 % Growth 2011 to 2012 Subsector by Company Size Advertising % 22.5% Large (150+ Employees) % 50.0% Medium ( Employees) % 6.7% Small (1-49 Employees) % 24.3% Electronic Media and Film % 31.3% Large (150+ Employees) % -30.0% Medium ( Employees) % 8.8% Small (1-49 Employees) % 39.5% Electronics % 15.5% Large (150+ Employees) % -8.1% Medium ( Employees) % 16.0% Small (1-49 Employees) % 17.8% Information Technology % 13.7% Large (150+ Employees) % -1.3% Medium ( Employees) % 3.7% Small (1-49 Employees) % 15.5% Telecommunications % 23.3% Large (150+ Employees) % 10.7% Medium ( Employees) % 5.7% Small (1-49 Employees) % 27.1% Grand Total % 17.3% Source: The MICT SETA OGS The following table summarises the number of companies by size of company. Table 6: Number of Companies in the MICT Sector by Size of Company, as at 31 st March 2011 and 2012 No of Companies 2011 No of Companies 2012 Company Size Large (150+ Employees) Medium ( Employees) Small (1-49 Employees) Grand Total Source: MICT SETA OGS Overall, the number of large companies declined by one in the last year. As may be expected, the vast number of companies in the MICT Sector comprises companies with fewer than 150 employees Number of Employees in the MICT Sector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above. The number of employees in 2012 is estimated at , up from the in The following graph presents the subsector segmentation of the MICT Sector, segmented by number of employees. Page 24 MICT Sector Skills Plan, , Version 1.3, November 2012

29 Figure 8: Number of Employees by Subsector, as at 31 st March 2011 and 2012 Source: The MICT SETA OGS As may be observed in the figure above, in terms of the number of employees within the subsectors, the Information Technology subsector is the largest of the subsectors with 45% of employees in 2012, and Advertising the smallest with 6% of employees. As with the relative share of the number of companies in each subsector, the relative share in terms of number of employees has remained relatively stable from 2011 to Figure 9: Number of Employees by Size of Company, as at 31 st March 2011 and 2012 Source: The MICT SETA OGS As evidenced above, large companies in the MICT Sector reduced their share in the total number of employees, while the share of the Small companies grew from 2011 to The following table presents the employee segmentation based on size of company. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 25

30 Table 7: Segmentation of the MICT Sector by Subsector and Number of Employees, as at 31 st March 2011 and 2012 Number of Employees 2011 Number of Employees 2012 % of Subsector 2012 % of Sector 2012 % Growth 2011 to 2012 Subsector by Company Size Advertising % 33.3% Large (150+ Employees) % 61.3% Medium ( Employees) % 12.0% Small (1-49 Employees) % 44.7% Electronic Media and Film % 1.8% Large (150+ Employees) % -7.0% Medium ( Employees) % 21.2% Small (1-49 Employees) % 8.4% Electronics % -1.1% Large (150+ Employees) % -7.9% Medium ( Employees) % 6.5% Small (1-49 Employees) % 11.6% Information Technology % 8.7% Large (150+ Employees) % 3.2% Medium ( Employees) % 4.2% Small (1-49 Employees) % 20.5% Telecommunications % 3.0% Large (150+ Employees) % -0.3% Medium ( Employees) % 11.2% Small (1-49 Employees) % 21.6% Grand Total % 6.3% Source: The MICT SETA OGS Despite the number of large companies in the Information Technology subsector reducing from 2011 to 2012, the number of employees increased. In the Telecommunications subsector, the number of companies increased, but the number of employees reduced slightly. Strong growth in the number of employees in the Advertising subsector was recorded, but time has not allowed the reasons for this to be established. Overall, the MICT sector experienced a growth of 6.3% in the number of employees, due largely to the growth in Small companies. The following figure presents the number of employees per subsector for the five years, 2008 to From this figure, it can be observed that, despite some volatility in the Advertising and Electronic Media and Film subsectors, all subsectors have experienced an overall increase in the number of employees over from 2008 to Nevertheless, the Electronics subsector has been experiencing a decline in employees since Figure 10: Number of Employees by Subsector, 2008 to 2012 Source: The MICT SETA OGS The table below summarises the year on year and compound annual growth across the five years in the employment for each subsector, for the period 2008 to The Advertising subsector experienced decline from Page 26 MICT Sector Skills Plan, , Version 1.3, November 2012

31 2009 to 2011, then made a remarkable recovery in Time has not permitted the establishment of reasons for this. Overall, from 2008 to 2012, all subsectors has shown positive growth in the number of employees, with the Advertising and Information Technology subsectors showing the strongest growth at 5% per year compounded. Table 8: Growth of Employees in the MICT Sector, by Subsector 2008 to 2012 Growth, 2008 to Growth, 2009 to Growth, 2010 to Growth, 2011 to CAGR 2008 to Advertising % % % % % Electronic Media and Film % % % % % Electronics % % % % % Information Technology % % % % % Telecommunications % % % % % Grand Total % % % % % Source: The MICT SETA OGS The following table shows the data rearranged and presented as employment by size of company in the MICT Sector. The table shows that Small companies have experienced volatile growth during the years 2008 to 2012, but overall growth over across this period has been a strong 6% per annum compared to Medium and Large companies. Table 9: Growth of Employees in the MICT Sector, by Size of Company 2008 to 2012 Growth, 2008 to Growth, 2009 to Growth, 2010 to Growth, 2011 to CAGR 2008 to Large (150+ Employees) % % % % % Medium ( Employees) % % % % % Small (1-49 Employees) % % % % % Grand Total % % % % % Source: The MICT SETA OGS Race Segmentation of Employees in the Sector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above. The following figure presents the race distribution of employees in the MICT Sector, by subsector. In terms of race equity, the DoL is striving for a target of 85% Black (African, Coloured and Indian). The following figure shows that the Electronic Media and Film Subsector and the Telecommunications Subsector are progressing well in this regard. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 27

32 Figure 11: Race Distribution of Employees, 2012 Source: The MICT SETA OGS Gender Segmentation of Employees in the Sector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above. The following figure presents the gender distribution of employees in the MICT Sector. The figure shows that the Advertising subsector in particular and the Electronic Media and Film subsectors both appear to be favoured by women. The remaining three subsectors have some way to go before achieving the required 54% women in their sectors. Figure 12: Gender Distribution of Employees, 2012 Source: The MICT SETA OGS Page 28 MICT Sector Skills Plan, , Version 1.3, November 2012

33 3.2.6 Disability Segmentation of Employees in the Sector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above. There are an estimated people with disability employed in the MICT sector in 2012, up from the 844 people with disability in 2011, representing a mere 0.5% of total employment in both years. The following table presents the people with disability distribution of employees by subsector. Table 10: Number and Percentage of People with Disability Employed in the MICT Sector, by Subsector as at 31 st March 2011 and 2012 Number of People with Disability % People Number of Total with People with Total Employment Disability Disability Employment % People with Disability Advertising % % Electronic Media and Film % % Electronics % % Information Technology % % Telecommunications % % Grand Total % % Source: The MICT SETA OGS In terms of disability equity, the DoL is striving for a target of 4% people with disability to be employed within the country OFO Major Group Segmentation of Employees in the Sector The following figure presents the Major Group number of employees in the MICT Sector, segmented by gender. As may be observed, the sector is very male dominant at the managerial, professional and technical occupational levels. Figure 13: Major Group by Gender, 2012 Source: The MICT SETA OGS The following figure presents the Major Group number of employees in the MICT Sector, segmented by race. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 29

34 Figure 14: Major Group by Race, 2012 Source: The MICT SETA OGS Whites are dominant in the managerial and professional categories Age and Race Segmentation of Employees by Major Category and Subsector It should be noted that the data presented for the Electronic Media and Film subsector is understated because the MICT SETA still needs to assess the magnitude of employment in this subsector, as well as assist with skills development as mentioned in Section 2.3 above Advertising The table below shows that in the Managers and Professionals Major Groups and age categories, there is a predominance of white employees, whereas this is not the situation in the other Major Groups. The MICT SETA encourages 85% of learners on training interventions that it sponsors must be for Black personnel. This applies to training interventions across all Major Groups. Table 11: Age and Race Segmentation in the Advertising Subsector as at 31 st March 2012 Black White Total Major Under 35 To Over Under 35 To Over Under 35 To Over 55 All 1 Managers Professionals Technicians And Associate Professionals Clerical Support Workers Service And Sales Workers Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Plant And Machine Operators And Assemblers Elementary Occupations Total Source: The MICT SETA OGS Electronic Media and Film The table below shows that the Electronic Media and Film subsector shows strong Black employee representation across all Major Groups and age categories. Page 30 MICT Sector Skills Plan, , Version 1.3, November 2012

35 Table 12: Age and Race Segmentation in the Electronic Media and Film Subsector as at 31 st March 2012 Black White Total Major Under 35 To Over Under 35 To Over Under 35 To Over 55 All 1 Managers Professionals Technicians And Associate Professionals Clerical Support Workers Service And Sales Workers Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Plant And Machine Operators And Assemblers Elementary Occupations Total Source: The MICT SETA OGS Electronics The table below shows that in the Managers and Professionals, and to some extent Technicians and Associate Professionals, Major Groups and age categories, there is a predominance of white employees, whereas this is not the situation in the other Major Groups. The MICT SETA encourages 85% of learners on training interventions that it sponsors must be for Black personnel. This applies to training interventions across all Major Groups. Table 13: Age and Race Segmentation in the Electronics Subsector as at 31 st March 2012 Black White Total Major Under 35 To Over Under 35 To Over Under 35 To Over 55 All 1 Managers Professionals Technicians And Associate Professionals Clerical Support Workers Service And Sales Workers Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Plant And Machine Operators And Assemblers Elementary Occupations Total Source: The MICT SETA OGS Information Technology The table below shows that in the Managers and Professionals Major Groups and age categories, there is a predominance of white employees, whereas this is not the situation in the other Major Groups. The MICT SETA encourages 85% of learners on training interventions that it sponsors must be for Black personnel. This applies to training interventions across all Major Groups. Table 14: Age and Race Segmentation in the Information Technology Subsector as at 31 st March 2012 Black White Total Major Under 35 To Over Under 35 To Over Under 35 To Over 55 All 1 Managers Professionals Technicians And Associate Professionals Clerical Support Workers Service And Sales Workers Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Plant And Machine Operators And Assemblers Elementary Occupations Total Source: The MICT SETA OGS Telecommunications The table below shows that the Electronic Media and Film subsector shows strong Black employee representation across all Major Groups and age categories. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 31

36 Table 15: Age and Race Segmentation in the Telecommunications Subsector as at 31 st March 2012 Black White Total Major Under 35 To Over Under 35 To Over Under 35 To Over 55 All 1 Managers Professionals Technicians And Associate Professionals Clerical Support Workers Service And Sales Workers Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Plant And Machine Operators And Assemblers Elementary Occupations Total Source: The MICT SETA OGS Competency Level of Employees by Major Category and Subsector The MICT SETA requested SDFS to provide data reflecting the competency of their employees. The competency of employees reflected in the following tables in this section refers to the competency (or skill level) of the employee within the employee s occupation. Four categories of competency were defined on the following basis: Trainee The employee is new to the occupation and still learning under extensive supervision Junior Also still learning but has acquired some experience and can cope with the fundamentals of the occupation, but requires management Intermediate The employee copes with many of the tasks related to the occupation but still requires some management Senior The employee copes with virtually all tasks related to the occupation and requires very little management The tables state the number of employees within each competency category, segmented by race, and indicated for each of the Major occupational categories. In a country where Black people should be encouraged into occupational positions in preference to White people, one would expect, for example, that the number of Black people in at least the Trainee and Junior competency categories would outweigh the number of White people in those categories. As will be evident where reviewing the data in the tables for each subsector, this is not always the case. In order to highlight this situation, where the percentage of Black people is less than 50% in any competency category, that cell in the table has been coloured orange. Where the percentage of Black people is above 85% in any competency category, that cell in the table has been coloured green Advertising The orange cells in the table below show that insufficient opportunities are being provided to Black people in the Manager and Professional Major groups. Regarding the competency categories for these two Major groups, one would expect that the percentage of Black people in at least the Trainee and Junior competency categories would be significantly higher. Looking at the remaining Major groups in the Trainee competency category, the percentage of Black people is much higher, and it is expected that these employees will gradually progress across to the Junior and Intermediate and Senior categories, so it appears there is and will continue to be progression for Black people in these Major groups. Nevertheless, one would still like to see a higher percentage of Black employees in the Trainee and Junior competency categories in the Technicians And Associate Professionals, Clerical Support Workers, Service And Sales Workers and Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Major groups. Page 32 MICT Sector Skills Plan, , Version 1.3, November 2012

37 Table 16: Competency and Race Segmentation in the Advertising Subsector as at 31 st March Electronic Media and Film The Electronic Media and Film subsector appears to be doing quite well in terms of transformation, although one would still like to see higher percentages of Black people in the Trainee and Junior competency categories in the Manager and Professional Major groups. Table 17: Competency and Race Segmentation in the Electronic Media and Film Subsector as at 31 st March Electronics The orange cells in the table below show that insufficient opportunities are being provided to Black people in the Manager, Professional and Technicians and Associate Professionals Major groups. Regarding the competency categories for these three Major groups, one would expect that the percentage of Black people in at least the Trainee and Junior competency categories would be significantly higher. Looking at the remaining Major groups in the Trainee competency category, the percentage of Black people is much higher, and it is expected that these employees will gradually progress across to the Junior and Intermediate and Senior categories, so it appears there is and will continue to be progression for Black people in these Major groups. Nevertheless, one would still like to see a higher percentage of Black employees in the Trainee and Junior competency categories in the Technicians And Associate Professionals, Clerical Support Workers, Service And Sales Workers and Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Major groups. Table 18: Competency and Race Segmentation in the Electronics Subsector as at 31 st March 2012 Black White % Black Major Intermediatmediatmediate Inter- Inter- Trainees Juniors Seniors Trainees Juniors Seniors Trainees Juniors 1 Managers % 38% 39% 29% 2 Professionals % 44% 40% 40% 3 Technicians And Associate Professionals % 55% 57% 57% 4 Clerical Support Workers % 74% 72% 70% 5 Service And Sales Workers % 56% 60% 6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers % 78% 92% 59% 7 Plant And Machine Operators And Assemblers % 96% 97% 98% 8 Elementary Occupations % 97% 88% 96% Total % 65% 51% 43% Source: The MICT SETA OGS Black White % Black Major Intermediatmediatmediate Inter- Inter- Trainees Juniors Seniors Trainees Juniors Seniors Trainees Juniors 1 Managers % 82% 62% 52% 2 Professionals % 71% 71% 60% 3 Technicians And Associate Professionals % 78% 72% 73% 4 Clerical Support Workers % 92% 82% 80% 5 Service And Sales Workers % 70% 66% 6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers % 90% 77% 64% 7 Plant And Machine Operators And Assemblers % 72% 93% 92% 8 Elementary Occupations % 96% 93% 94% Total % 83% 73% 63% Source: The MICT SETA OGS Black White % Black Major Intermediatmediatmediate Inter- Inter- Trainees Juniors Seniors Trainees Juniors Seniors Trainees Juniors 1 Managers % 31% 28% 26% 2 Professionals % 45% 40% 37% 3 Technicians And Associate Professionals % 49% 49% 47% 4 Clerical Support Workers % 75% 68% 68% 5 Service And Sales Workers % 66% 58% 56% 6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers % 61% 63% 59% 7 Plant And Machine Operators And Assemblers % 94% 93% 95% 8 Elementary Occupations % 93% 92% 91% Total % 65% 51% 40% Source: The MICT SETA OGS MICT Sector Skills Plan, , Version 1.3, November 2012 Page 33

38 Information Technology The orange cells in the table below show that insufficient opportunities are being provided to Black people in the Manager and Professional Major groups. Regarding the competency categories for two Major groups, one would expect that the percentage of Black people in at least the Trainee and Junior competency categories would be significantly higher. Looking at the remaining Major groups in the Trainee competency category, the percentage of Black people is higher, but one would still like to see a higher percentage of Black employees in the Trainee and Junior competency categories in the Technicians And Associate Professionals, Clerical Support Workers, Service And Sales Workers and Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers Major groups. Table 19: Competency and Race Segmentation in the Information Technology Subsector as at 31 st March Telecommunications In all but one case, the percentage of Black employees is above 50%. Nevertheless, one would still like to see a higher percentage of Black employees in the Trainee and Junior competency categories in at least the Major groups 1 to 7. Table 20: Competency and Race Segmentation in the Telecommunications Subsector as at 31 st March Employment by Province There have been several requests for the Seta to provide employment data for each of the provinces. The following table provides this data by OFO Sub-Major Group. The table shows that almost 80% of all employees in the MICT sector are employed in Gauteng. Sub- Eastern Free Description Gauteng KwaZulu- Limpopo Mpumalanga West Cape Cape North Northern Western Major Cape State Natal Total 11 Chief Executives, Senior Officials & Legislators Administrative & Commercial Managers Production & Specialised Services Managers Hospitality, Retail & Other Services Managers Physical, Mathematical & Engineering Science Professionals Health Professionals Teaching Professionals Business & Administration Professionals Information & Communications Technology Professionals Legal, Social & Cultural Professionals Science & Engineering Associate Professionals Health Associate Professionals Business & Administration Associate Professionals Black White % Black Major Intermediatmediatmediate Inter- Inter- Trainees Juniors Seniors Trainees Juniors Seniors Trainees Juniors 1 Managers % 34% 30% 27% 2 Professionals % 44% 43% 41% 3 Technicians And Associate Professionals % 63% 59% 54% 4 Clerical Support Workers % 68% 67% 68% 5 Service And Sales Workers % 56% 64% 65% 6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers % 75% 71% 71% 7 Plant And Machine Operators And Assemblers % 96% 94% 91% 8 Elementary Occupations % 91% 93% 96% Total % 62% 51% 41% Source: The MICT SETA OGS Black White % Black Major Intermediatmediatmediate Inter- Inter- Trainees Juniors Seniors Trainees Juniors Seniors Trainees Juniors 1 Managers % 59% 52% 52% 2 Professionals % 63% 62% 62% 3 Technicians And Associate Professionals % 70% 66% 67% 4 Clerical Support Workers % 83% 73% 72% 5 Service And Sales Workers % 92% 72% 89% 6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers % 63% 77% 65% 7 Plant And Machine Operators And Assemblers % 95% 91% 92% 8 Elementary Occupations % 91% 87% 92% Total % 82% 66% 59% Source: The MICT SETA OGS Page 34 MICT Sector Skills Plan, , Version 1.3, November 2012

39 34 Legal, Social, Cultural & Related Associate Professionals Information & Communications Technicians General & Keyboard Clerks Customer Services Clerks Numerical & Material Recording Clerks Other Clerical Support Workers Personal Service Workers Sales Workers Personal Care Workers Protective Services Workers Market-oriented Skilled Agricultural Workers #N/A Building & Related Trades Workers Metal, Machinery & Related Trades Workers Handicraft & Printing Workers Electrical & Electronics Trades Workers Food Processing, Wood Working, Garment & Other Craft & Related Trades Workers Stationary Plant & Machine Operators Assemblers Drivers & Mobile Plant Operators Cleaners & Helpers Agricultural, Forestry & Fishery Labourers Labourers in Mining, Construction, Manufacturing & Transport Food Preparation Assistants Street & Related Sales & Service Workers Refuse Workers & Other Elementary Workers Grand Total Percentage Provincial Distribution 1.1% 0.8% 79.6% 5.1% 0.3% 0.5% 0.3% 0.2% 12.0% 100.0% Additional detail to Occupation level is provided in Appendix Trends in Priority Skills In 2011, the Joburg Centre for Software Engineering (JCSE), in partnership with IT Web, performed research to review national ICT skills needs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 24 and 25. The 2011 results on the 2011 survey were combined with the 2009 and 2010 results to produce the following figure. As may be observed from this figure, Application Development skills have been of strongest importance for during 2009 and 2010, but declined in 2011, whereas the importance of Business Intelligence/Knowledge Management (BI/KM) skills has shown an increase in Software as a Service has grown strongly over the past three years. Database Development and Information Security showed a high degree of importance in 2010, but declined back to its 2009 level in Figure 15: National ICT Priority Skills, 2009 to 2011 Source: 2011 ITWeb-JCSE Skills Survey MICT Sector Skills Plan, , Version 1.3, November 2012 Page 35

40 3.4 The MICT Sector Economic Outlook This section was compiled through desk research. References are provided. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Overview This section provides a brief overview of each of the MICT SETA s five subsectors. This section was compiled through desk research. References are provided Advertising The South African Advertising Sector comprises of only 1% of the global advertising industry which is said to be worth US $ 458 billion in The local industry is highly regarded internationally, regularly winning awards especially Promax, Cannes and Clio Awards (Commercial Producers Association, Annual Internal Review, 2009). For example, in June 2010, advertising agency Ogilvy Johannesburg was awarded one of the highest honours at the 57th Cannes Lions International Advertising Festival, winning a rare and coveted Cannes Gold Lion award in the Film Category for its emotive campaign for the HIV and AIDS relief organisation, The Topsy Foundation. This was the first time in 11 years that a South African agency won a Gold Cannes Film Lion the most elite and challenging of all categories at the festival (South African Yearbook 2010/1 1). At home, the Loerie Awards are the best-known South African awards recognising excellence in advertising. The Loerie Awards ceremony is aimed at ploughing back the monies into the industry in the form of bursaries for underprivileged advertising and marketing students via Lorie Education Trust Fund, and as a donation to the Advertising Benevolent Fund. At the 2010 adreview Awards, held in April 2010, the Jupiter Drawing Room and TBWA/Hunt/Lascaries were jointly named adreview Agencies of the Decade (South African Yearbook 2010/11). It is interesting to note that some of the large advertising companies operating in South Africa are global multinationals. It is said that nine out of the top ten are local, but with strong ties with multinational companies Electronic Media and Film South Africa has a vibrant, growing film industry that is increasingly competitive internationally. Local and foreign filmmakers are taking advantage of the country's diverse, unique locations as well as low production costs and favourable exchange rate, which make it up to 40% cheaper to make a movie here than in Europe or the US and up to 20% cheaper than in Australia. According to the Department of Trade and Industry, South Africa's entertainment industry is valued at around R7.4 billion, with film and television generating more than R5.8.billion in economic activity each year. According to a recent economic impact assessment study commissioned by the Cape Film Commission, the industry has a direct annual turnover of more than R2.65.billion and contributes an indirect annual turnover of more than R3.5.billion to the country's gross domestic product (GDP). There is also a range of general and specialised news websites which, in terms of the speed and breadth of their coverage, are on a par with the best in the world. The SABC's television broadcasting monopoly ended in 1986 when the subscription-based M-Net was launched. DSTV carries more than 50 channels, ranging from South African produced content, to international content, sports and news. According to South African Advertising Research Foundation (SAAF) (2012) 9 latest statistics South Africa s four terrestrial channels SABC 1, 2, 3 and e.tv are all up by nearly a million viewers each. The figures are as follows: SABC 1: trending upwards, with reach now at 79.1%, with million viewers per week. The station grew especially in large urban areas and the Western Cape, in the age groups. SABC 2 s weekly reach has risen significantly, from 68.4% in Jun 11 to 70.7% currently, with million viewers weekly. Growth came from small urban and rural areas, and the Northern Cape, Limpopo, and North West provinces. There was also growth in the and 50+ SABC 3: from 55.4% to 57.4%, with million viewers in total in an average week, up in urban areas, the Western Cape, the Northern Cape. e.tv: Despite growing its audience in thousands, e.tv s weekly reach holds firm at 67.4%, with million viewers. Viewership on the M-Net channel has grown from 6.1% to 6.5%, with gains in the Western Cape. 9 SAAF, Media Consumption Information, 2011 Page 36 MICT Sector Skills Plan, , Version 1.3, November 2012

41 Total TopTV: up from 1.1% to 1.6% reach in an average week, with viewers, an increase of just over weekly viewers. Gains came through from large urban areas, the Eastern Cape and Johannesburg, as well as the and 35+ age groups. This subsector has a host of small community radio and television companies which are either non-profit organisations or fall below the R total annual payroll boundary, but nevertheless represent a significant area of employment. Furthermore, this subsector is characterised as having large numbers of freelancers who may or may not directly be levy contributors, but are likely to have skills development needs. To this extent, NEMISA, the Cape Film Commission, ACA and MDDA have agree to assist in identifying these subsector participants so that the MICT SETA can identify the magnitude of employment in this subsector as well as assist with skills development. The MDDA has already provided some valuable information in this regard. The MICT SETA will shortly be contacting these radio and television stations through telephone and/or questionnaires. Where possible, NEMISA will assist with contact details. The SABC, etv and other organisations will be approached for assistance with freelancer contact details, and the MICT will develop a freelancer database also through placing advertisements in local newspapers around the country requesting freelancers to come forward with their contact details and CVs. In 2008, according to research performed by the MDDA 10, there were 15 Public Broadcasting Service radio stations, 3 Public Commercial Service radio stations, 13 Private Commercial Service radio stations, 126 licensed community radio stations. There was one public television station (SABC), and two private commercial television stations (etv and MultiChoice). In addition, 4 new private commercial television licences were issued in There were 4 licensed community television stations Electronics Electronics industry revenues in South Africa are growing at levels well above the overall GDP growth rate. Key players include Siemens, Alcatel, Ericsson, Altech, Grintek, Spescom, Tellumat and Marconi. The South African electronics industry has repeatedly proved itself in terms of world-class innovation and production. The industry is characterised by a handful of generalist companies with strong capabilities in professional electronics, while small to medium companies specialise in security systems and electricity prepayment meters. Investment opportunities lie in the development of access control systems and security equipment, automotive electronic subsystems, systems and software development in the banking and financial services sector, silicon processing for fibre optics, integrated circuits and solar cells. There are also significant opportunities for the export of hardware and associated services as well as software and peripherals Information Technologies As reported by Engineering News 11, South Africa is the 20th largest consumer of IT products and services in the world. It is characterised by technology leadership, particularly in the field of electronic banking services. South African IT companies are world leaders in pre-payment, revenue management and fraud prevention systems and in the manufacture of set-top boxes, all exported successfully to the rest of the world. There are several IT international corporates which are recognised as leaders in the IT sector operating subsidiaries from South Africa such as IBM, Unisys, Microsoft, Intel, Systems Application Protocol (SAP), Dell, Novell and Compaq. Gartner, the international research group, rates South Africa as one of its top 30 software development outsourcing destinations, with 2007 research putting it on par with Israel in the Europe, Middle East and Africa region, and next to Australia and India globally. According to the Department of Communications 12, GovTech is a world-class platform for collaboration, capacity building and information sharing between government and the ICT sector. During 2012 SITA s annual conference, GovTech has affirmed its position as a strategic ICT resource for the public and private sector to progress government s ICT agenda with a shift towards greater collaboration on key strategies and priorities. GovTech has become a valuable platform for learning and information sharing by both government decision makers and ICT industry representatives to enable planning for effective ICT implementations by the government Telecommunications South Africa boasts an outstanding telecommunications infrastructure. Telecommunications is the fastest growing industry in South Africa. The Department of Communications aims to give ordinary South Africans access to information and infrastructure. This includes: telemedicine, tele-education and convenience measures such as teleshopping and telebanking. South Africa is the world's fourth fastest growing cellular communications market. 10 Trends of Ownership and Control in South Africa, Version 3.3, 15 June 2009, Media Development and Diversity Agency 11 Engineering News, 25 May, Department of Communication website MICT Sector Skills Plan, , Version 1.3, November 2012 Page 37

42 By October 2003, there were 15 million cellular users, a number expected to grow to 21 million by The country has three mobile operators: Vodacom, MTN and Cell C. According to Engineering News (2011), 13 the Department of Science and Technology (DST) 14 received R4.4-billion to boost research and development in South Africa in 2011, much of which would be spent on developing human capital in the sector, as well as on the upgrade and expansion of necessary infrastructure. Pandor, Minister of Science and Technology said that the DST s biggest challenge was filling vacancies, owing to the lack of appropriate skills. In this financial year we will continue to expand support directed at growing the pool of active and productive researchers, she stated. To this extent, the department intends to establish an additional 62 research chairs this year to focus on technology missions, priority research areas, science and technology for poverty alleviation, engineering and applied technology, as well as fundamental disciplines (Engineering News, Wed. 25 May, 2011). 3.5 Remuneration Trends The remuneration trend report was conducted on 10 top industries in 2012 Information Technology and Telecommunications. The Advertising, Electronic, Electronic Media and Film subsectors are not covered in this analysis. The remuneration trends in Information Technologies and Telecommunications are represented in the tables below: Table 21: Telecommunications Remuneration Trends, Position Range Junior Skilled Senior Web Admin & Design From To R R R R R R Commercial Management & Sales From To R4 833 R8 858 R9 981 R * * * * Telecommunication Engineering & Development From To R R R R R R Network Planning & Administration From To R R R R R R Customer Engineering & Support From To * * * * R R * * * * Customer Services From To * * * * R R * * * * GSM Engineering From To * * * * R R R R Radio & Satellite Technology From To * * * * R R * * * * General Management From To * * * * R R * * * * Note: * * denotes remuneration trends not available to market demand for those skills set. 13 ibid 14 Department of Science and Technology, website, Career Junction, July 2012 Page 38 MICT Sector Skills Plan, , Version 1.3, November 2012

43 Table 22: Information Technologies Remuneration Trends Position Range Junior Skilled Senior Develop & Software From To R R R R R R Data Administration From To R R R R R R System & Network Admin From To R R R R R R Web & Internet From To R R R R * * * * Software Tester From To * * * * R R * * * * Business Analyst From To R R R R R R IT Researcher From To * * * * R R IT Management From To * * * * R R R R * * denotes remuneration trends not available to market demand for those skills set. Based on the two tables mentioned above, wage levels in the IT & Telecommunications sub- sectors are to a large extent the result of market demands and less driven by collective bargaining as is the case with other sectors of our economy. Few factors contributed in this state-of-affairs: the ICT industry is highly sophisticated and complex; an increase in the educational levels of the workers. The study shows that an average income earned by people working in the ICT industry remained more or less the same between R (Junior) and R (Senior) per year (at 2012 prices). There is a slight difference in salary range of a Telecommunication Engineering & Development job category (Telecommunications) at senior level and Systems & Network Administration (Information at senior level the range is R and R respectively. Interestingly again is how the remuneration packages differ according to various provinces and regions in South Africa. The study found that Gauteng is the most highly paying province compared to all other provinces, followed by Western Cape, with Eastern Cape being the lowest. In Telecommunications, again Gauteng is the most highly paying province, followed by Western Cape and KZN. 3.6 The Sector Economic Outlook As mentioned in previous the section of national economic outlook, the national indicators do not provide sufficient insight into the dynamics of the MICT Sector. As a result, other sources providing more relevant information on the subsectors of the MICT Sector have been researched. Below is an extract from PricewaterhouseCoopers SA which represents an interesting analysis on the Media and Advertising Sector for the forecast period : In 2010 the South African economy began to recover from its steep decline in This, together with the impact of the FIFA World Cup, helped total E & M spending to rise by 21.1% in dramatic contrast to the 3.7% growth seen in 2009 and the 4.6% growth experienced globally in Over the next five years, the demand for digital experiences will increase and become the norm. Advertisers are responding by seeking greater involvement with individual consumer s media and entertainment experience. Although underlying economic challenges persist primarily the continuing weakness in unemployment rate at 25.2% in 2012, the absence of a meaningful pick-up in the overall economy and constrained deployments of capital among businesses of all kinds we continue to expect South African Media and Advertising industry spent to grow in PricewaterhouseCoopers Report, 2011 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 39

44 Table 23: Forecast for South African Electronic Media and Film Spend by segment (R millions) CAGR (%) Filmed entertainment % change Television % change Radio % change Internet % change Sport % change Total % change Sources: PricewaterhouseCoopers LLP, Wilkofsky Gruen Associates The table above shows that Television is expected to be the next fastest-growing segment with a projected 9.9% compound annual increase. PwC (2012) elude this to the continued growth in subscription spending and steady growth in advertising. According to PwC (2012) report, spending in the E & M is expected to expand at a rate of 9.5% on a compound annual basis through to This means spending in 2015 will total an estimated R billion, a 7.4% compound annual increase from R 98.3 billion in According to South African information website (2012), 17 the government has identified the film industry as a sector with excellent potential for growth. It is said, although South Africa's contribution to global output stands at a mere 0.4%, the local film industry is getting stronger all the time. In 1995, when the country first became a viable location venue for movie and television production, the industry employed around people. This has since grown to around people, with further jobs and earnings created in film-related transport, hospitality and catering (South African Yearbook, 2011/2012). According to the Department of Trade and Industry (2012), 18 South Africa's entertainment industry is valued at around R 7.4-billion, with film and television generating more than R 5.8-billion in economic activity each year. The above mentioned is further supported by a recent economic impact assessment study commissioned by the Cape Film Commission, which says the film industry has a direct annual turnover of more than R2.65-billion and contributes an indirect annual turnover of more than R 3.5-billion to the country's gross domestic product (GDP). Advertising will once again prove to be the fastest growing medium during 2010 at 30% in End-user spending. But this figure fell to record low of -10.5% in Spend by segment in (R millions) Table 24: Forecast for South African Advertising CAGR (%) Television % change Radio % change Internet % change Newspapers % change Consumer Magazine % change Total % change Sources: PricewaterhouseCoopers LLP, Wilkofsky Gruen Associates According to PwC (2012) 19 the 2008/09 economic downturn led to an 8.6% decline in advertising. But in 2010, advertising rebounded with a 10.4% increase, as a result of spending related to the World Cup. Internet advertising rose by 25.5% in 2010 and television and radio market each increased by more than 10%. 17 South African Information website, Department of Trade and Industry, 2012 website 19 South African Entertainment and Media Outlook: ; ww.pwc.com/za/outlook Page 40 MICT Sector Skills Plan, , Version 1.3, November 2012

45 The report argues that consumer magazines and newspapers categories collectively grew by 5.7%. While benefiting from improved economic conditions, print significantly lagged the other segments, reflecting a shift in the share of spending from print to the electronic media. PwC predicts that in the next five years, the Internet will be the fastest-growing category with a 33.6% compound annual increase. It says Internet s share of total advertising in South Africa is expected to nearly triple to 5.8% in 2015 from 2.0% in PwC ( 2012) project that the overall advertising market during the next five years to increase at an 8% compound annual rate, rising to an estimated R35.7 billion in 2015 from R24.3 billion in South Africa is rated amongst the world`s top ten advertising markets. In fact, it is even rated above some of the top G7 countries such as Australia and Germany, and slightly lower than UK. South Africa is comparable to the other BRIC countries (Brazil Russia India China), but is slower than China with double digits closer to US. See Table 25 below: Table 25: The Ten Largest Contributors to Global AdSpend Growth (2013 v 2010) Country Adspend growth 1. USA 13, China 13,005 3.Russia 6, Brazil 3, Indonesia 2, India 2, UK 1, South Africa 1, Australia 1, Germany 1,714 US$ million, current prices. Currency conversion at 2010 average rates Source: Zenith Optimedia According to BMI-TechKnowledge, Despite the global recession, the South African IT market did register some small growth in The research group says local IT market revenue grew 2.5% from R60.36-billion in 2008 to reach R61.85-billion in And it expects a similar growth pattern this year with 2.5% growth to R63.41-billion, and at a compound annual growth rate (CAGR) of 6.3% to reach R83.97-billion in The hardware market declined by 3.8% in 2009, from R21.91-billion in 2008 to R21.1-billion in Hardware accounts for 34.1% of the total IT market and is expected to see a CAGR of 3.3% over the forecast period. Storage will be a category that should outperform other hardware areas due to continued server virtualisation. The South African IT Services market is estimated to have reached R28.9-billion in 2009, showing a year-on-year growth of 7.2%, and accounted for 46.8% of the total IT expenditure in South Africa. The IT services market value is forecast to grow to R41.39-billion by This reflects a CAGR of 7.4% over the forecast period. Hosting is the standout category, looking forward, in the IT services arena considering the drive towards cloud computing. The packaged software market grew by 3.5% in 2009 to R11.86-billion, and is expected to show growth of 8% in Packaged software accounted for 19.2% of the IT spend in The packaged software market value is forecast to grow to R17.76-billion by This reflects a CAGR of 8.4% over the forecast period. Adoption of Software as a Service (SaaS) and Virtual Desktop Infrastructure (VDI) are areas that will drive growth in the Software market. 20 Based on the information provided above by BMI-TechKnowledge, the following table has been constructed. In terms of future projections, the South African Reserve Bank (SARB) forecasts CPI to be about 5.3% to end To convert from Current Rands to Real Rands, this projected CPI of 5.3% per year was utilised and extended to 2014 for lack of further data. 20 BMI-TechKnowledge press release, 1 st June Ibid. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 41

46 Table 26: The South African IT Market The South African IT Market Revenue (Current Rands - R bn) IT Hardware IT Services IT Packaged software Total The South African IT Market Annual Growth (Based on Current Rands) IT Hardware -3.7% 3.3% 3.3% 3.3% 3.3% 3.3% IT Services 7.1% 7.4% 7.4% 7.4% 7.4% 7.5% IT Packaged software 3.5% 8.0% 8.5% 8.5% 8.5% 8.5% Total 2.5% 2.5% 7.3% 7.3% 7.3% 7.3% The South African IT Market Revenue (Constant 2009 Rands - R bn) National CPI IT Hardware IT Services IT Packaged software Total The South African IT Market Annual Growth (Based on Constant 2009 Rands) IT Hardware -9.3% -1.9% -1.9% -1.9% -1.9% -1.9% IT Services 0.9% 2.0% 2.0% 2.0% 2.0% 2.1% IT Packaged software -2.6% 2.6% 3.1% 3.1% 3.1% 3.0% Total -3.5% 0.8% 0.9% 1.0% 1.0% 1.1% Source: BMI-TechKnowledge As will be observed in the table above, the South Africa IT market experienced negative real growth in 2009, and IT Hardware is also likely to experience negative real growth over the next five years. In real terms, the market is seen to be growing at only about 1% per annum for the next five years. This does not bode well for employment in the IT Sector. The above data reviews only the IT market, to the exclusion of telecommunications. Data published by World Information Technology and Services Alliance (WITSA) covers the whole ICT market, which includes the Communications Sector, as presented in the table below. The data is presented in USD. Table 27: South Africa's ICT Spend South Africa's ICT Spend (Current USDm) Computer Hardware 3, , , , , , Computer Software 2, , , , , , Computer Services 4, , , , , , Communications 18, , , , , , Total 28, , , , , , Growth in South Africa's ICT Spend Computer Hardware 9.3% -1.6% 6.5% 11.4% 8.5% 8.6% Computer Software 13.6% 1.4% 8.5% 14.1% 10.0% 9.2% Computer Services 14.6% 2.0% 8.4% 13.7% 9.9% 9.1% Communications 2.9% 7.4% 20.7% 5.1% 3.4% 3.2% Total 6.0% 5.1% 16.5% 7.5% 5.3% 5.1% Source: World Information Technology and Services Alliance (WITSA) The data in this table cannot be compared with the data in the previous table because of the inclusion now of Communications in the table above, which quite likely includes consumer spend on cellular and landline communications. Hence, telecommunications is seen to play an important role in the growth of the ICT Market. Note that this table forecasts large growth for This growth comes from the Communications subsector, and it is suspected that WITSA took into account the magnitude of communications in South Africa as a result of the 2010 Soccer World Cup. It should be noted though that the 2010 growth needs to be discounted when one forecasts growth for the MICT Sector. Furthermore, it is suspected that the growth reflected in this table is based on current Rands (converted to US$), so one has to reduce the annual growth by an anticipated CPI of about 5% per year. This results in a low (negligible) real growth rate for 2012 and The table below shows that South Africa is the leading importer of ICT good and services compared to BRIC countries, our spend is double at 10.1% compared to China at only 6 %. Page 42 MICT Sector Skills Plan, , Version 1.3, November 2012

47 Table 28: ICT Spend for BRIC Countries Mobile Communication Coverage Source: Extract OECD Little Databook on ICT, 2010 South Africa is one of the fastest growing mobile communications markets in the world. As of 2009, there were over 46.4-million mobile users in South Africa, ranking the country 26th in terms of subscriber numbers. The mobile landscape is dominated by multinational companies Vodacom and MTN, with the smaller Cell C coming in third position. In 2010, Telkom also entered the mobile market with its own offering, 8ta, which will run off MTN's network infrastructure until Telkom rolls out its own base stations. Figure 16: Cell Phone by Province per 100 Inhabitants as at 2007 Source: Statssa, As it can be seen it the table 1 above, the Cell phone market in South Africa is still in its development phase. Fewer than 10% of households had a mobile connection in Admittedly, Gauteng is the highest at 13 % inhabitants per 100, Eastern Cape being the lowest at 9 % out of the nine provinces. Contrary to the general view that Limpopo less developed compared to KwaZulu-Natal, both share similar score at 11% respectively, with Western ape and Mpumalanga at 12 %. IT and Telecommunication Productivity While changing the way individuals live, interact, and work, ICT has also proven to be a key precondition for enhanced competitiveness and economic and societal modernisation, as well as an important instrument for bridging economic and social divides and reducing poverty (World Economic Forum, 2012) MICT Sector Skills Plan, , Version 1.3, November 2012 Page 43

48 Lessons for South Africa Recent research reports investigating the relationship between the effective application of IT and improved productivity found increased investment in ICT capital to have played a major role in the doubling of US productivity growth rates commonly referred to as the productivity miracle. According to Economist Intelligence Unit (2011), studies of the productivity gains in the United States (US) compared to Europe found that US multinational firms are on average 8.5% more productive than European owned firms, and that almost all of this difference is due to the higher productivity impact of their use of ICT. And further research has concluded that over 80% of this productivity advantage is explained by better use of ICT and that by 2020, if Europe increased its ICT capital stock to the same level (relative to the size of the economy) to that of the US, GDP would increase by 5% on average. Adroit Economics 2012 ICT impact model 5 estimates that optimisation of ICT by businesses could generate an additional 47 billion Gross Value Added (GVA) in the UK economy over the next 5 to 7 years. It is further estimated that the ICT driven GVA uplift of 47 billion in the UK economy could translate into half a million new jobs, across many occupations and sectors, over the next 5 to 7 years The publication The Economic Case for Digital Inclusion: PricewaterhouseCoopers, 2009 noted that an increased usage of ICT by the public sector has and will continue to generate significant cost savings, improvements in existing services and innovative new services in certain areas e.g. One of the most significant cost savings derives from customers (businesses and households) accessing information and public services on line and undertaking an ever increasing range of transactions on line. This reduces transaction costs for the public sector and reduces time spent and numbers of physical journeys by customers. Internet Facilities Coverage Access to the internet has become an increasingly vital component of modern life. A recent study of 33 OECD countries by Ericsson, Arthur D. Little and Chalmers University of Technology October 2011 concluded that quadrupling of broadband speeds coupled with a 10% increase in penetration will generate an additional 1.6% GVA over a two year period. This clearly suggests that faster broadband speeds are integral to the future optimisation and impact of advanced ICT in all countries. It follows that those countries that are able to deploy the best technologies soonest will gain a competitive advantage. A recent report by The McKinsey Global Institute (2011) 22 found the internet is also a catalyst for job creation. Among 4,800 small and medium-size enterprises (SMEs) surveyed, the internet created 2.6 jobs for each lost to technology-related efficiencies. The McKinsey Global Institute research of the obstacles and difficulties that firms and citizens face regarding adopting and optimising modern advanced ICT suggests that future ICT policy needs to reflect and address three main issues- this is true for South Africa as well: ICT business support - helping small businesses adopt and exploit more advanced ICT, Improved ICT skills both professional and user skills, within the workforce and within communities, Helping the digitally excluded to access the internet. The figure below illustrates this policy challenge for South Africa as advocated by The McKinsey Global Institute in terms of Internet access and how this approach can benefits the country as whole The McKinsey Global Institute, Internet Matters: The Net`s Sweeping Impact on growth,jobs&prosperity,2011 Page 44 MICT Sector Skills Plan, , Version 1.3, November 2012

49 Figure 17: Internet Facilities per 100 Inhabitants as at 2007 Source: Statssa, 2012 As it can be seen in the figure above, in terms of percentages, Limpopo has the smallest internet facilities at 3%; economists would describe it as a take-off stage, and Western Cape being the largest at 30 % which above Gauteng at 21%. This means Western Cape has more ICT firms than Gauteng as was previously thought. Surprisingly, in this analysis is that KwaZulu-Natal and Northern Cape both share the same score at 10% respectively. 3.7 MICT Sector Qualitative Considerations Introduction In DHET s Framework for the National Skills Development Strategy, 2011/ /16, First Draft for Consultation, 29th April 2010, it was requested that the SETAs obtain inputs from stakeholders. In order to obtain inputs on several topics from the MICT SETA stakeholders, the MICT SETA developed and distributed a questionnaire to several MICT SETA companies. The inputs from these organisations were reviewed, analysed and consolidated, and are presented below Simplification of the MICT SETA Processes and Information It was suggested that the MICT SETA simplify and improve several of its processes, such as registering Learnerships, applying for Discretionary Grants, and the accreditation process. Stakeholders also feel that obtaining information from the Seta on its processes needs to be improved. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 63, 85, 86, 123, 123, 174, 182 and The MICT SETA Employee Database It was suggested that the Seta develop a database of skilled, knowledgeable candidates, with data pertaining especially to females and people with disability. The Seta already has the makings of such a database, where candidates can enter their data, and employers can search the database, all at no cost to these users. The database currently includes employed and unemployed personnel, as well as non-ict candidates. It was also suggested that these candidates be identified as per the Sector scarce and critical skills. This database will in particular assist with the progress and success of candidates, as well as assist employers to find suitably educated and trained candidates, and to address equity in their organisations. The Seta needs to market this database vigorously. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 64 and Training Interventions On several occasions in the questionnaire, respondents expressed concern with the educational system in South Africa, and the resulting quality of graduate education from secondary and tertiary institutions. Regarding secondary institutions, the quality of Maths, Science and English needs to be dramatically improved. Poor formal education has had a major impact on both organisations and employees in that there is an over-supply of underqualified and under-skilled entrants to the industry who are expectant of instant success. It is felt that ICT skills development and employment are incongruous - trying to match the skill with the job is difficult. Organisations find MICT Sector Skills Plan, , Version 1.3, November 2012 Page 45

50 that it is extremely difficult to find really good and talented potential candidates for employment, and as a result have to spend a lot of time and money on self-training or in-house training. There is concern that there is a shortage of competent practitioners, which results in posts being filled with under-skilled employees. With regard to addressing the challenge of Matric graduates, it was suggested that bridging institutions be established that provide post-matric education that can lead to better Matric results, which could lead to better access to better tertiary institutions. This will in particular assist with access into the MICT Sector. The MICT SETA considers the main issue here to be under-skilled candidates, and in this regard the Seta can play a role in developing relevant training intervention qualifications and programmes, but, since these qualifications and programmes must be designed to accommodate the needs of the Sector, it is also essential that stakeholders in the MICT Sector assist by identifying and communicating their needs, and that these qualifications and programmes be developed as a partnership between stakeholders and the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 87. Where the MICT SETA may be able to contribute to skills development, without Sector stakeholders necessarily assisting, is: By encouraging institutions of learning to achieve a sufficient balance of technical / theoretical knowledge with practical application to ensure readiness for technical roles in the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 99. By increasing the uptake and usage of ICTs and intensifying skills development programs amongst unemployed, with a view also on youth in the rural areas. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 112. Changes in technology need to be addressed. For example, in the Electronic Media and Film Subsector, practitioners need to be able to straddle traditional and new media, and in all subsectors, there is a constant need for up-skilling. There is also concern that, since not all qualifications are obtainable locally, this hinders skills development due to costs of sending people abroad. Peripheral areas around the ICT environment such as Information and Knowledge Management need attention. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 65 and 88. With regard to the content of training interventions, several respondents stressed the need for various additional components to be included in training interventions, with many of these additional components being soft skills. The areas that need to be addressed are: CV writing. Presentation skills Mathematical skills. Communication skills. Technical ability. Interview techniques and etiquette. Covering letters. Time-keeping. Dress code. Language and grammar skills. Some of the more specific skills that were mentioned include: Copywriting skills. Art direction and design. Media skills. Customer Relations Management. Digital skills. IT Security. ESM specialists or security specialists. Off shoring, with a focus on Service Desk skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99 and 142. Many of these issues could be addressed at school in the Life Orientation learning subject. Since it is evident that employers see this as a need, this could be included in workplace learning programmes Access into the MICT Sector In terms of access into the MICT Sector, youngsters, and in particular women, do not appear to be attracted to the ICT Sector. In this regard, the Sector and the MICT SETA need to embark on an awareness programme that will inform potential candidates on the opportunities in the sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 179. Page 46 MICT Sector Skills Plan, , Version 1.3, November 2012

51 The MICT SETA produces an annual Career Opportunities Guide, based on the Scarce and Critical Skills in the Sector, and distributes this guide to secondary schools and tertiary institutions, as well as exhibiting at exhibitions when the occasion arises. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 56 to 56. It is suggested that sector stakeholders also become involved in more exhibitions to make scholars aware of career choices. Several suggestions were made where the Seta is already involved. These include: Provision of bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Sponsored placement for work experience. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 128. Training in technology and computer skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 17, 18, 19, 39, 40 and 41. Sponsored Learnerships in the industry. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 129. A number of other suggestions were made where the Seta cannot assist. These are: Sponsorship of basic equipment (cameras; software; computers) or free access to such basic equipment. The Seta cannot fund capital equipment or assets. Career counselling. The Seta does not have the capacity to do this. The Seta does however publish the Career Opportunities Guide on an annual basis, which it distributes to schools and tertiary education institutions, stakeholder employers and training providers. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54 to 56. Establish, support and fund work-based learning institutions (businesses that educate and train). Because of the need to meet sector demand and ensure employment, the Seta prefers to work with employers rather than training providers. Suggestions that the Seta can still consider, with some assistance from sector stakeholders, include: Funding an upliftment programme. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 115. Determine the correct entry level requirement that fits the job. There must be an entry level standard. Provide more funding for employers to host learners, as it is getting expensive to pay learners salaries, transport and food without them being fully productive. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 116. Bridging programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 130. Stricter control of quality of education and training at grass roots level (especially in rural areas). This is an issue that needs to be addressed by the formal education institutions Success and Progression in the MICT Sector A number of the points presented above for Access into the sector also apply to candidates achieving success in the sector and being able to progress further in the sector, which, if addressed, will assist with success and progression. Several additional suggestions were presented by respondents which could assist candidate success in the sector, many requiring stakeholder/mict SETA interaction. These are: Continued up-skilling, courses and re-fresher courses in new technologies. Access to forums where learners can pose questions/problems. Constant reinforcement. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99, 133 and 142. Above-average language and writing skills; excellent presentation skills and good CV-writing abilities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99 and 142. Workplace experience and bridging programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99, 130 and 142. Careful selection, continued encouragement and suitable mentoring. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Mentorship and coaching of learners from experts within the sponsor company. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Seta could consider sponsoring further training in the workplace where on an alternating method, the employer is responsible for paying for 1 training intervention / qualification and when the employer proves to the MICT SETA they have paid for one session, Seta could then sponsor the next training session for a further qualification, this should not be restricted to Black employees. On this point of equity, it should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 117. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 47

52 Employers providing proper career path and succession planning, followed by required training and coaching. Manage expectations of entry-level learners. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 118 and 154. Business acumen, coaching and fast track programs for specialist and managerial roles. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 97 and 143. With regard to progression, suggestions presented, over and above those presented above and many again requiring stakeholder/mict SETA interactions include: Constant reskilling. Provision of general business, communication and management skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 97 and 143. Sponsorship for further studies in the chosen field of expertise e.g. Marketing, Creative Design, Entertainment Management, Content Management, etc. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 131. The Seta should cooperate with and promote awareness of professional bodies to provide a series of professional qualifications for the working practitioner. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 104. Mentoring and coaching programmes. This should focus both on the personal development through career advice but also incorporate the rewarding of companies and individuals for studying further with Seta grants and possibly tax incentives for the individual. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Career and development frameworks that span the industry. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 90. Seta-registered skills programmes for senior management and specialists, particularly for equity transformation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Equity There are several challenges that stakeholders mentioned with regard to improving equity within their organisations. Candidates do not have necessary skills and/or skills level. There is a perceived lack of education, and communication skills are poor, and more development needs to be directed at women, issues that have already been mentioned above. As a result, there is a short supply of qualified and able middle and higher management candidates, and demand for these candidates exceeds the supply, making these candidates expensive and encouraging job-hopping. In particular, there is a lack of suitably qualified and skilled candidates within previously disadvantaged areas because most Black candidates move to Johannesburg due to higher salaries. Regarding persons with disabilities, stakeholders point out that people with disabilities who have the required skill sets are not readily available in the market. In view of these challenges, it is suggested that the Seta address increasing the number of quality Black candidates available, the provision of broader management and business skills training, and co-fund MBAs. A weighted grant system could be applied so as to award larger grant paybacks when sponsoring the training of the previously disadvantaged, and women. It should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability New Ventures The MICT SETA has in the past been involved in assisting the development of new ventures, and will be continuing to do so. Suggestions by respondents as to what areas the MICT SETA could note and perhaps embark upon include: Increase rural presence and development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119. Work with incubators such as Bandwidth Barn, the Innovation Hub, SmartXchange and JCSE. The MICT SETA has in the past collaborated with these organisations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 160. Assist to develop capacity in FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Publish a notice in the press or other media inviting those embarking on new ventures to come forward. Then assess and determine ways in which Seta can assist to develop the new ventures. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 177. Page 48 MICT Sector Skills Plan, , Version 1.3, November 2012

53 Fund the education, facilitation of being mentored to be an entrepreneur and companies can identify small businesses that need support and fund them. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 67, 120 and 134. Request companies to identify their retrenchees who are interested in running their own small businesses and fund them. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 135. Partner with the professional organisations to promote Continued Professional Development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 105. Multimedia training in FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Film development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 101. Production of content. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 101. Green jobs initiative to create a Learnership and job opportunities in the Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. Develop learning programmes for Open Source Software to support the FOSS Policy and the ecosystem. This can be achieved by directly supporting skills programmes at FET colleges as well as supporting the creation of FOSS curricula for both FET Colleges and high schools. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Create/support a body in SA to accredit FOSS-related courses. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Capacity Building Stakeholders were requested to provide their thoughts on how the Seta could assist in expanding the capacity of stakeholder organisations. The Seta should also consider providing grants for research projects and funding for relevant conferences, study tours, seminars and workshops, overseas secondments, attendance of film markets and other industry exhibitions. It was suggested that companies should be allowed to register internal Learnerships. It was also suggested that the Seta increase its rural presence in order to provide skilled resources in outlying areas. Software development Learnerships should become a focus at present, Learnerships focus on the Desktop environment and the more mechanical sectors. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119, 121 and Assessment of Graduate Skills from Formal Education Institutions The MICT SETA requested the opinions of employers on the shortcomings in the secondary and tertiary education of the candidates that inhibited the candidate from being fully productive when entering the workplace, or proceeding to further studies. The following three tables summarise the perceived shortcomings, by subsector and educational institution. Skills gaps Table 29: Advertising Subsector School Graduates Colleges Graduates University of Technology Graduates University Graduates Lack of Advertising bridging qualifications Poor or below average CV and presentation skills Poor or below average language and business skills Lack of conceptual advertising writing skills Poor or below average communication skills Other constraints: Lack of knowledge ( not specific) Lateral thinking Lack of industry knowledge Unrealistic salary expectations MICT Sector Skills Plan, , Version 1.3, November 2012 Page 49

54 Skills gaps Table 30: Electronic Media & Film Subsector School Graduates Colleges Graduates University of Technology Graduates University Graduates Poor or below average computer and mathematical skills Poor or below average communication skills Lack of career counselling from the schools Poor literacy skills Limited technical training skills Lack of on-the-job skills Lack of financial acumen Limited practical experience with the curriculum Poor work ethics Other constraints: Lack of industry knowledge Table 31: Information and Communication Technologies Subsector Skills gaps School Graduates Colleges Graduates University of Technology Graduates Universit y Graduate s Poor or below average communication skills Poor Maths and Science Poor or below average computer and English skills Lack of on-the-job experience Lack of technical and practical application knowledge Other constraints Lack of business acumen Training not customised to different needs of the MICT industry Public Colleges graduates not equipped to do their jobs No drivers licence Technikon programmes not structure enough to meet industry needs Lack of passion for ICT Lack of understanding of the MICT sector industry From the tables above, it can be noted that: Many of the skills gaps are similar across all MICT SETA subsectors. Many of the skills identified are generic skills sets. The lack of industry knowledge by all graduates was reflected in almost all the subsectors and is a cause for concern. The lack of on-the-job experience was reflected in all graduates (schools, colleges, universities of technology and universities) in the Electronic Media and Film as well Information and Communication Technologies Subsectors. Graduates are found to be lacking information technology and problem solving skills. At school level, schools have to produce enough matriculants with Mathematics and Science as major subjects. Most university graduates in the Advertising Subsector had most of the skills requirements needed. In conclusion, the assessment highlighted the following skills gaps: Business management skills Language proficiency skills Work ethics Critical thinking skills Life skills Communication skills Computer skills Financial skills This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 17, 18, 19, 39, 40 and 41. Page 50 MICT Sector Skills Plan, , Version 1.3, November 2012

55 3.8 Summary and Strategic Considerations Reviewing and summarising the analysis of where the MICT SETA can address the issues presented above, the MICT SETA, in its strategy for the next five years, plans to partner with the following stakeholders to perform the tactics presented below The MICT Sector Stakeholders The issues presented in this section will formulate the MICT SETA Strategy. Develop relevant training intervention qualifications and programmes. The Seta develops its qualifications based primarily on the Scarce and Critical Skills inputs provided by stakeholders through the submission of their WSP data. The data presented needs to be carefully thought out for relevant training intervention qualifications and programmes to be developed, an exercise that requires strong participation from stakeholders. Determine the correct entry level requirement that fits the job. There must be an entry level standard. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 87 and 116. In the Advertising Subsector, employment across all race groups has declined, but more markedly for Black employees over the period 2009 to This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 125. In particular the Advertising Subsector, the Electronics Subsector, the Information Technology Subsector and to some extent the Telecommunications Subsector needs to address race equity. It should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability. The Telecommunications Subsector, the Electronics Subsector, the Information Technology Subsector and to some extent the Electronic Media and Film Subsector need to address gender equity. It should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability. Employment of people with disabilities needs to be addressed by MICT Sector stakeholders. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 126. The MICT Sector stakeholders need to address race equity in the managerial and professional occupational major groups. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 127. Changes in technology need to be addressed. Not all qualifications are obtainable locally. Peripheral areas around the ICT environment such as Information and Knowledge Management need attention. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 65 and 88. Embark on an awareness programme, inclusive of rural areas that will inform potential candidates, namely youngsters and in particular women, on the opportunities in the sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 179. Provision of bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 10. Sponsored placement for work experience. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 128. Sponsored Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 129. Bridging programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 130. Continued up-skilling, courses and re-fresher courses in new technologies. Access to forums where learners can pose questions/problems. Constant reinforcement. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99, 133 and 142. Develop above-average language and writing skills; excellent presentation skills and good CV-writing abilities in employees. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 96, 97, 98, 99 and 142. Workplace experience and bridging programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 130. Careful selection, continued encouragement and suitable mentoring. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Mentorship and coaching of learners from experts within the sponsor company. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Provide proper career path and succession planning, followed by required training and coaching. Business acumen, coaching and fast track programs for specialist and managerial roles. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 97 and 143. Provision of general business, communication and management skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 97 and 143. Sponsorship for further studies in the chosen field of expertise e.g. Marketing, Creative Design, Entertainment Management, Content Management, etc. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 131. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 51

56 Mentoring and coaching programmes. This should focus both on the personal development through career advice but also incorporate the rewarding of companies and individuals for studying further with Seta grants and possibly tax incentives for the individual. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 66, 95 and 141. Career and development frameworks that span the industry. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 90. Seta-registered skills programmes for senior management and specialists, particularly for equity transformation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 89. Identify small businesses and support them. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 67 and 134. Identify retrenchees who are interested in running their own small businesses. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 135. Green jobs initiative to create a Learnership and job opportunities in the Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. Develop learning programmes for Open Source Software to support the FOSS Policy and the ecosystem. This can be achieved by directly supporting skills programmes at FET colleges as well as supporting the creation of FOSS curricula for both FET Colleges and high schools. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Create/support a body in SA to accredit FOSS-related courses. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item FET and HET and Rural Learning Institutions Encourage institutions of learning to achieve a sufficient balance of technical / theoretical knowledge with practical application to ensure readiness for technical roles in the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 94. Encourage GET, FET and HET institutions to address CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, time-keeping, dress code, and language and grammar skills need to be addressed in their curricula. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 26 to 30, 83, 100 and 113. Training in technology and computer skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 17, 18, 19, 39, 40 and 41. Manage expectations of entry-level learners. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 118 and 154. Assist to develop capacity in FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Multimedia training in FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Film development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 101. Production of content. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Government Institutions DBE and DHET to institute stricter control of quality of education and training at grass roots level (especially in rural areas). Encourage DBE and DHET to encourage GET, FET and HET institutions to address CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, time-keeping, dress code, and language and grammar skills need to be addressed in their curricula. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 26 to 30, 83, 100 and ISOEs, Incubators and Training Providers Work with incubators such as Bandwidth Barn, the Innovation Hub, SmartXchange and JCSE for New Venture Creation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151, 152 and The MICT SETA Increase the uptake and usage of ICTs and intensifying skills development programs amongst unemployed, with a view also on youth in the rural areas. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 112. CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, time-keeping, dress code, and language and grammar skills need to be addressed in Learnerships and Internships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. Page 52 MICT Sector Skills Plan, , Version 1.3, November 2012

57 Some of the more specific skills are copywriting skills, art direction and design, media skills, Customer Relations Management, digital skills, IT Security, ESM specialists or security specialists, and off shoring, with a focus on Service Desk skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 84, 96, 97, 98, 99 and 142. Produce an annual Career Opportunities Guide, based on the Scarce and Critical Skills in the Sector, and distribute this guide to secondary schools and tertiary institutions, as well as exhibiting at exhibitions when the occasion arises. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54 to 56. Provision of bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Funding an upliftment programme. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 115. Provide more funding for employers to host learners, as it is getting expensive to pay learners salaries, transport and food without them being fully productive. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 116. Seta could consider sponsoring further training in the workplace where on an alternating method, the employer is responsible for paying for 1 training intervention / qualification and when the employer proves to the MICT SETA they have paid for one session, Seta could then sponsor the next training session for a further qualification, this should not be restricted to Black employees. On this point of equity, it should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 117. Manage expectations of entry-level learners. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 118 and 154. Increase rural presence and development through New Venture Creation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119. Publish a notice in the press or other media inviting those embarking on new ventures to come forward. Then assess and determine ways in which Seta can assist to develop the new ventures. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 177. Fund the education, facilitation of being mentored to be an entrepreneur. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 120. Consider providing grants for research projects and funding for relevant conferences, study tours, seminars and workshops, overseas secondments, attendance of film markets and other industry exhibitions. Research projects are addressed in the MICT SETA Strategy, presented in Chapter 6, Item 121. Software development Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 122. Consider simplifying and improving several of its processes, such as registering Learnerships, applying for Discretionary Grants, and the accreditation process. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 63, 85, 86, 123, 123, 174, 182 and 183. Provide stakeholders with information on its processes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 63, 85, 86, 123, 123, 174, 182 and 183. Develop and maintain a database of skilled, knowledgeable candidates, with data pertaining especially to females and people with disability. Identify these candidates be identified as per the sector scarce and critical skills. Market this database vigorously. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 64 and Other Institutions The Seta should cooperate with and promote awareness of professional bodies to provide a series of professional qualifications for the working practitioner. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 104. Partner with the professional organisations to promote Continued Professional Development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 105. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 53

58 4 Environmental Factors (Drivers of Change) 4.1 Economic Outlook This section was compiled through desk research. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1. References are provided Global Perspective A recent IMF Economic Report (2012) on the global economic outlook, global growth is projected to slow down to 3½ per cent in 2012, but return to 4 per cent in Bloomberg and Reuter (2012), however, projected to 3.1 % and 3.6 % in There is strong agreement amongst world Economic Experts that global expansion will remain uneven, led by emerging and developing countries. According to the IMF Economic Report, advanced economies are projected to grow by about 1¼ per cent in 2012, after expanding by 1½ per cent in 2011, as weak sovereign, financial, and household balance sheets continue to constrain growth. The main trend in the global economy in 2012 is volatility, with the preponderance of extreme macroeconomic risk on the downside. According to leading economists, global economy currently rests on a two scenarios environment with roughly equal weight, with the center of global risk located in Europe. Spencer (2012) argues that the world is faced with inescapable scenarios: In the first scenario, the United States experiences slow growth and high unemployment, without much policy action until after the presidential election, leaving the fiscal stabilization, growth, and employment largely unattended, and structural adjustment in the hands of the private sector without much public sector investment or support. Emerging economies settle down to near pre-crisis growth patterns and remain the incomplete growth engine of the global economy. Spencer (2012) puts the blame of global meltdown to developed economies. His assentation is that virtually all of the risk stems from uncertainty about bold policy action and coordination within and among advanced countries. He goes on to say: In the second scenario, the core euro - zone begins to come apart leading to sharply negative growth, then transmitted to the United States' fragile recovery and to the emerging economies in terms of headwinds and reduced growth, because of a sharp fall-off in external demand. Interestingly, contrary to the 2011 global perspective which predicted that emerging economies such as China, India and Brazil (BRICS) will continue to outperform advanced economies by significant margin in This is not the case in 2012, other countries from the emerging markets outside BRICS have emerged and continue to outperform despite highly volatile economic environment, for example, countries in Eastern Europe (Poland and Turkey); South America (Colombia, Peru and Chile) and Asia Pacific (Indonesia, South Korea and Malaysia). On the other hand, China and Brazil have lost some momentum due to financial market volatility and slower pace in job creation. It is important to note that Malaysia with similar characteristics as South Africa continue to outperform despite global economic uncertainty. South Africa is a member state to the Brazil, Russia, India, and China (BRIC) countries and has high unemployment rate of 25.20% in 2012 compared to theirs. For example, Brazil`s, unemployment rate is at 5.80% which is slightly slower than 6.20 % recorded in Russia`s, unemployment rate is at 5.40%, which is also slightly slower than 6.10 % recorded in India`s, unemployment rate is at 3.80% which is far less than 9.40 % in 2011 and China`s, unemployment rate is at 4.10% remain the same as 2011 which was 4.10 %. South Africa shares the similar socio-economic conditions with BRIC countries terms of history, inequalities, resources etc. Therefore, there are lessons to be learnt from these countries in terms of macroeconomic environment. For example, China is one of the most populous countries in the world with a population of million people, the inflation rate is at 2.2 % in 2012 much slower than 6.4 % recorded in In contrast, South Africa has inflation rate in 2012 is at 5.7% higher than 5.0% recorded in 2011 rate with a population of 50 million people. Russia, a country that went through massive transformation after the fall of Berlin Wall in 1991, has a 3.6% inflation rate compared to South Africa after undergoing a similar transformation process, namely the end of Apartheid in South Africa and Malaysia share the same socio-economic features. For example, both countries have mediumsize economies with deep racial divide, in which the majority of the people control political power and the minority controls economic power. Both countries have two economic structures (the first and second economies). This can be better appreciated using Rodrik s comparison of the two countries 23. Rodrik argues that the most striking differences between the two countries are that: in the 1980s, Malaysia began the process of industrialisation, while South Africa began the process of de-industrialisation. According to Rodrik, as of mid- 1980s, South Africa still had a larger manufacturing base with roughly 12 % of the total labour force employed in 23 D. Rodrik, Understanding South Africa s Economic Puzzles, 2006 Page 54 MICT Sector Skills Plan, , Version 1.3, November 2012

59 manufacturing, compared to Malaysia with less than 8% employed in manufacturing. A decade later, Malaysia had industrialised which doubled the number of the labour force, reaching 16%, while South Africa had de-industrialised to less than 7% of the total labour force employed in manufacturing. As to why South Africa de-industrialised prematurely remains the question that has not been properly answered. One thing is certain though that the Malaysian economy far out-weighs the South African. Today, inflation rate in Malaysia is at 1.7% in 2012 which is slower than what was recorded in 2011 at 3.5% compared to South Africa s inflation rate at 5.7% in 2012 which is much higher that what was recorded in 2011 at 5.0%. This data is presented in the table below. Table 32: Global perspective - Brazil, Russia, India, China (BRIC), South Africa and Malaysia 24 Country GDP Billion USD GDP YoY Interest rate Inflation rate Jobless rate Gov. Debt to Budget GDP Current Account Exchange rate Population China % 6.00% 2.20% 4.10% Brazil % 8.00% 4.92% 5.80% India % 8.00% 7.25% 3.80% Russia % 8.00% 3.60% 5.40% South Africa % 5.50% 5.70% 25.20% Malaysia % 3.00% 1.70% 3.00% (Source: TradingEconomics.com, 2012; Stats S.A. Report, 2012) China s slowdown became more pronounced in late 2011 and early 2012 as first exports and then inventories fell. Final domestic demand held up well though, aided by accelerating household incomes and slower inflation. As the inventory cycle turns, and fiscal and monetary policy become more expansionary, growth should pick up in the course of 2012 and stabilise at over 9% in 2013.Econmists predict that if China`s economic growth continues to weaken in the second quarter of this year, the government should speed up the implementation of key infrastructure projects laid out in the 12th Plan. India`s economy has also economy slowed down, with the weakness focussed in manufacturing and investment spending. Softening external demand, together with continued strength in imports, led to a widening current account deficit. Although inflation has moderated from 8.7 % in 2011, it remains relatively high and expected increases in regulated prices of some oil- related products will add to price pressures which will continue to weigh on household consumption. This in turn will make the climate for investment less favourable. As a result, growth is expected to remain subdued through much of the year. Brazil`s weak growth seems to be coming to an end thanks to prompt and strong policy support. Activity is projected to pick up quickly and then gradually ease to trend rates, driven by private consumption and investment. In the context of a tight labour market and recovering credit growth, inflationary pressures may resurface. Russia`s higher oil prices and the easing of euro area tensions will allow economic growth to continue at above 4 per cent in 2012 and 2013.Economists predict that inflation will rebound from record-low levels in the second half of this year as temporary favourable factors fade, before resuming a gradual downward trend.experts argue that the government should use high oil prices to accelerate fiscal consolidation and restore the fiscal rules suspended during the global crisis. Despite these inflationary concerns, Brazil and India at 4.9 % and 7.5 % respectively in 2012 both are expected to continue to lead the global recovery in , reinforcing the longer term shift in the global economic centre of gravity towards these two emerging giants. Bloomberg and Reuters (2012) argue that reduced exports to Europe have contributed to slower domestic activity, and to a softening in commodity prices. According to them, this negative feedback loop, in China and other large emerging economies such as India and Brazil, has been reinforced by prior domestic efforts to curb inflation and excesses in housing and consumer markets. The report says while the slowdowns underway have the potential to reduce future growth performances somewhat more, most of these countries have the financial capabilities to promote stronger growth. For example, China, India and Brazil are reversing prior interest rate hikes, with China cutting rates for the second time over the past month. Both China and Brazil have already announced new fiscal initiatives aimed at kick-starting growth National Economic Growth Outlook Economic growth in South Africa is unlikely to stabilise for a foreseeable future. The Bureau for Economic Research (BER) (2012) argues that this is because global economic crises have entered another stage of 24 TradingEconomics.com, 2012; Statssa. Report, 2012 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 55

60 downturn. Economists argue that the downturn will have damaging effects on our employment and future skills landscape. According to International Labour Organisation (ILO) in its 2012 report on global employment trends suggests that the world faces a serious jobs challenge and widespread decent work deficits. What is alarming on the ILO (2012) report are the global estimates pertaining to unemployment, it says in 2012, 1.1 billion people one out of every three people in the labour force are either unemployed or living in poverty. This figure is hundred times than what was predicted in The ILO notes that after three years of continuous crisis conditions in global labour markets and against the prospect of a further deterioration of economic activity, global unemployment has increased by 27 million, and more than 400 million new jobs will be needed over the next decade merely to avoid a further increase in unemployment (ILO Report, 2012). Our view is that technology and a knowledge economy may lead to a polarisation of jobs between the highly skilled and low skilled. And that the digital divide between the urban and rural will widen at an unprecedented rate in the next years instead of closing down. We predicted in 2011 that replacement and enhancement of infrastructure will be a big driver of employment and therefore skills, and its rate of introduction is highly dependent on future economic conditions. This prediction has been widely adopted by the government with its 2012 huge infrastructural development currently underway in most parts of the country. The following is an extract and empirical analysis, quoted in the Business Monitor International ( 2012 ) publication on the South African Economic Outlook 25 in June 2012 and summarises the country`s economic outlook: Looking ahead to the second half of 2012 and beyond, the outlook is for continued economic weakness. Given the gloomy prognosis for the euro zone as the sovereign debt crisis rumbles on, a likely continuation of lacklustre growth in the US, and the potential for a worsening of the slowdown in China - South Africa looks set to continue to suffer from the weak global growth environment and potentially high investor risk aversion. This economic assessment on South Africa is based on the fact that the real GDP growth for US is forecast at just 2.0 % in 2012 and the recession in the Eurozone of 0.6 % in According to Business Monitor International (BMI), the South African economy will slow down to 2.7% real GDP growth rate in 2012, from 3.1 in This estimate is below both Bloomberg and Thomson Reuter s prediction of 2.8 % respectively. There is a difference of 1 % below than the other estimates. The problem with economic growth forecasting is that economists differ on the definitions and measurements. As a result, it is difficult to find precise economic growth estimation or projections. However, a broadly consensus view has been taken based on various economic reports taken most notably from SARB, National Treasury and Statistics South Africa Reports of The key features of our economic forecast are: Real GDP will slow at around 2.7% in 2012 before picking up to 3.6 % in 2013 before accelerating to 4.2 % in 2014 as the world economy recovers and as a result of government strong investment which will boost foreign investment and boost job creation by The level of real GDP will not return to its pre-recession levels of until the end of Real private consumption will increase to 4.8% in 2011; private consumption then shrinks by 4.5 % in 2014, but still faster than overall GDP growth. Given the sharp decrease in investment during the last quarter in 2010, fixed private capital is expected to increase from 4 % in 2012 and to 6.8 % by 2016 driven by business confidence which in our view believe will be up due to government huge investment of infrastructural development from now onwards. Historically, from 1993 until 2011, South Africa's average quarterly GDP Growth was 3.3% reaching an historical high of 7.6% in December of 1994 and a record low of -5.9% in March of 2009 due to global recession. Table 33: Macroeconomic Forecast for the South African Economy Fiscal year and percentage change Forecast 2011 / / / /15 Real GDP growth GDP inflation Headline CPI inflation GDP at current prices ( R billion ) Source: SARB; National Treasury; Stats SA Reports, Ibid. Page 56 MICT Sector Skills Plan, , Version 1.3, November 2012

61 According to Business Monitor International (BMI) (2012) economic report the South African economy to undergo a slowdown in growth in 2012, forecasting that real GDP will expand by 2.7% following the 3.1% recorded for Although private consumption should hold up relatively well, serious headwinds from the global economy will inevitably take their toll on growth. The BMI analysis is supported by the latest data from the South African Reserve Bank (SARB) (2012) which show a slowdown in growth in 2012 compared with Consumption Analysis Private Consumption Outlook: According to a recent report released by BMI ( 2012 ), private consumption in South Africa, forecasting real growth of 3.3% in 2012, following a 5.0% expansion in Although BMI figures suggest a notable s lowdown, given the bleak outlook for the global economic environment, the numbers are fairly decent. The report notes that there are several factors bode well for consumer s pending: relatively contained inflation (5.7% y-o-y in May 2012), high nominal wage growth and the low interest rate environment which should keep a lid on debt servicing cost. Certainly, the latest data (SARB, 2012) on credit extended to private households bodes well for s pending: credit rose by 6.8% year-on-year (y-o-y) in March 2012, up from 6.6% in February and 6.1% in January, 2012 respectively. Government spending Outlook: With regards to government spending, the BMI (2012) again hold a relatively upbeat stance, forecasting real growth of 4.0% in 2012, following the same 4.0% level in This upbeat is boosted by Treasury department which is proactively nurturing the economy recovery, withdrawing fiscal stimulus gradually and tolerating a fiscal deficit over the medium term. The budget released in February 2012 illustrates this: the finance ministry intends to run a fiscal deficit equalling 4.6% of GDP in fiscal year 2012/13, in line with its 'gradual fiscal consolidation' policy. The public sector is proving a key driver of job creation in the current climate, helping to boost consumer spending and keep a lid on unemployment - although unemployment remains high, recorded at 25.2% in Q112. Investment Outlook: Based on the latest data from Stats SA ( 2012 ) and SARB ( 2012 ), the outlook for investment in South Africa is les s positive: this is based on forecasting real growth of 1.0% in 2012, which is not impressive and would mark a notable slowdown from the 4.4% growth seen in This view is largely predicated on the likelihood of global risk appetite remaining weak amid a protracted crisis in the euro zone and a potential sharp slowdown in China. According to BMI (2012), South Africa's manufacturing sector is particularly vulnerable, given its reliance on external demand. BMI notes that political risk could be an important factor weighing on investment, given the uncertainty surrounding the ruling African National Congress s elections in December It is worth pointing out that although the forecast for investment growth is weak, it is still good and in this respect, South Africa will likely outperform several countries across the world in MICT Sector contribution to the GDP The national indicators do not provide sufficient insight into the dynamics of the MICT Sector. The National GDP for example comprises an aggregation of the GDP contributions of several industries. Below represents the economic activity by sector. It will be observed in the table that there is no defined MICT industry. The challenge is that media as well as software developers, for example, may reside in several of these industries; and in South Africa, it is not easy to get a precise data of changes on the use of information technology. Table 34: GDP by Sector (percentage) Period Agriculture, forestry, fishing & hunting Mining and quarrying Manufacturing Electricity, gas and water Construction Wholesale and retail trade, hotels and restaurants Transport, storage and communication Finance, real estate and business services General government services - - Other services Public administration, education, health Gross domestic product at basic prices / factor cost Source: AfDB Statistics Department based on data from Statistics South Africa, MICT Sector Skills Plan, , Version 1.3, November 2012 Page 57

62 4.1.5 Unemployment in South Africa With regards to unemployment, unemployment in South Africa remains alarmingly high by international standards. According to the Quarterly Labour Force Survey ( 2012 ) published by Stats South Africa, formal employment was up in 1Q2012 compared to a year ago, rising from 9.2 million in 1Q2011 to 9.6 million in 4Q2011 and now dropping to 9.5 million in 1Q2012. Importantly, though, the gain over 1Q2011 remains more than twice as high as being reported by a quarterly survey of employers ( on a year ago). Unemployment rose steeply in 1Q2012, by since 4Q2011 and by since a year ago. The following article published by Bruggeman is perhaps most compelling on the challenges the country is facing: For whereas overall employment increased in 1Q2012, by since 4Q11 and by since a year ago, the all-inclusive unemployment number (combining unemployed and discouraged) increased also heavily in 1Q2012, by since 4Q2011 and by since 1Q2011. Thus we are told that the official unemployment rate in 1Q2012 rose to 25.2% compared to 25% in 1Q2011 and 23.9% in 4Q2011. But the inclusive unemployment rate (which includes unemployed and discouraged work seekers) stayed the same at 30.5% in 1Q2012. By sector, the main negative contributions were reportedly in manufacturing y/y and in construction The main positive contributions were in finance and business services y/y, government , trades , transport , agriculture and other By profession, managers were reportedly y/y and skilled workers In contrast, elementary workers were reportedly , clerks , technicians , sales and services , domestics The employment recent data that has just been released by Statssa is interesting to look at, as Bruggerman notes that the reported shrinkage at the top and middle of the skill distribution, the substantial expansion at the bottom, and 85% of this apparently occurring in the private sector at a time of rapidly increasing wage bills and greater use of advanced cost-saving technology in the economy. This simply means instead of deceasing, unemployment will continue to grow as the world move to knowledge economy whilst South African labour force is expanding at the lower levels. According to OECD Survey Report (2012) on South Africa, the extremely high unemployment rate means government should speed up as a matter of urgency policy actions to improve the functioning of labour market. In its response, the government has proposed a number projects. One of these projects established by government to address unemployment is a ZAF 9 billion (about USD 1 billion) jobs fund has also been proposed to support projects with the potential to create large numbers of jobs particularly for younger workers. According to an OECD and UNDP (2012) publication, between and jobs are expected to be created over the medium term. It is fascinating to note that currently, the public works programme is being expanded, based mainly on infrastructure development as well as social, environmental and community projects administered by various government departments, municipalities, and partner organisations, with the aim of creating nearly short-term jobs between 2011 and We note that these initiatives are supplemented by the Community Work Programme, a pilot initiative to provide an employment safety net. Equally important, is the investment in network infrastructure, for example, energy, transport, and information, communications and technology (ICT) which remains central to government s development plans. According to the Department of Economic Development (2012) reports, public sector spending on infrastructure reached 7.5% of GDP during the first half of 2011 and is expected to rise further to 7.8% of GDP during the next two years, gradually declining thereafter. It is said the bulk of infrastructure investment was accounted by state-owned enterprises; particularly Eskom (electricity) and Transnet (transport).these are all encouraging development and we confident that these government initiatives will create sustainable job opportunities especially for the unemployed youth in this country. The following two figures highlights the extent of the problem the country is currently facing. Page 58 MICT Sector Skills Plan, , Version 1.3, November 2012

63 Figure 18: Unemployment Rate by Population Group Source: Extract from Stats SA Quarterly Labour Force Survey Report Q1, Figure 18 above exacted from Stats SA shows that between Q4:2011 and Q1:2012, the unemployment rate increased among the coloured 2, 8 percentage points), black African (1, 4 percentage points) and Indian/Asian population (0, 8 of a (percentage point), while it decreased among the white population (0, 6 of a percentage point). The year-on-year comparisons show an increase in the unemployment rate among the coloured population group while remaining virtually unchanged among the black African and white population groups. The Indian/Asian population group is the only group that recorded an annual decline in their unemployment rate, decreasing by 2, 4 percentage points. Figure 19: Unemployment rate by province Source: Extract from Stats SA Quarterly Labour Force Survey Report Q1, The publication in Figure 19 from Stats SA shows an increase in the unemployment rate in all provinces except in Northern Cape in Q1:2012 compared to Q4:2011. The biggest increase in the unemployment rate was observed in Free State (2, 8 percentage points), Mpumalanga (2, 6 percentage points) and Limpopo (1, 7 percentage points). In comparison to the same period last year, the publications notes that unemployment increased by a marginal 0, 2 of a percentage point. Free State, Limpopo and Eastern Cape made the largest contribution to the increase (increased by 4, 3 percentage points, 2, 6 percentage points and 1, 4 percentage points respectively). MICT Sector Skills Plan, , Version 1.3, November 2012 Page 59

64 Labour Market economists and Statssa (2012) coincide with our view that unemployment fell to 23.9% at the end of 2011, down from 25.0% in the third quarter. According to Statssa report, over 1 million jobs were lost between the fourth quarter of 2008 and the third quarter of However, additional jobs were created in 2011 (Stats SA labour force survey report, Q1 2012) The South African National Skills Accord The National Skills Accord 26 is the government`s broad strategy against unemployment was inaugurated in 2010 by the Department of Economic Development. It was signed in July 2011 by r social partners, namely, Organised Labour ( COSATU, FEDUSA and NACTU ); Business ( Business Unity, SA ); Community constituents at NEDLAC ( Civic Structures, Youth, People with disabilities, Co-operatives and Financial sector campaigns ) and government represented by Dr Blade Nzimande, Minister of Higher Education and Training. The accord aims to identify actions for other constituencies need to undertake in order to achieve the contained in the New Growth Path (NGP) document. The objective is to create 5 million jobs by 2020 through infrastructure development and housing; agriculture and agro-processing; tourism; and the green economy, among others. A number of policies have been proposed to stimulate the demand for labour (through increased economic growth), improve the supply of labour (through better education and skills development), and to strengthen labour markets to ensure an effective interface between employers and job seekers. In South Africa, the unemployment rate in 2010 reached 24.9 per cent, up from 22.3 per cent preceding the (2008/09) global economic crisis. In the same year, more than half of the economically active youth were unemployed in this country and this year, 2012 unemployment has reached 25.2 % which is alarming. To mitigate the impact of the unemployment crisis the Skills Accord identified a number of commitments in key areas to bring down levels of unemployment and these are: To expand the level of training using existing facilities more fully To make internship and placement opportunities available within workplaces. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. To set guidelines of ratios of trainees: artisans as well as across the technical vocations, in order to improve the level of training To improve the funding of training and the use of funds available for training and incentives on companies to train To set annual targets for training in state-owned enterprises To improve SETA governance and financial management as well as stakeholder involvement To align training to the New Growth Path and improve Sector Skills Plans To improve the role and performance of FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Our view is that the above mentioned commitments are not stated in order of importance. For example, the fourth and seventh commitments are cross-cutting and reflect in all the work of the MICT SETA. The order of the other commitments more or less ties in with the process flow of the MICT SETA. Of the eight commitments mentioned above, we have not focused on Artisans and Apprenticeships; these are outside MICT SEAT scope, and such only five commitments are within our scope and are not necessarily follow the same sequence as above. Commitment 1: To make internship and placement opportunities available within workplaces. Companies will annually make placements/internship spaces available for students who complete their certificates at FET Colleges, internships for 3rd year students at Universities of Technology who need the work experience as part of their qualifications, and opportunities for training exposure in a work environment for at least lecturers at FET Colleges. This will be phased in, with 20% of the target to be achieved in 2011, 50% in 2012 and 100% from Support for FET Colleges is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 21 and 26 to 30. Commitment 2: To improve the funding of training and the use of funds available for training and incentives on companies to train. In order to improve the level and quality of training: Business commits to improve spending on training that companies undertake beyond the 1% compulsory training levy that is currently in place. Business will urge companies to spend between 3 per cent and 5 per 26 National Skills Accord, 2011 Page 60 MICT Sector Skills Plan, , Version 1.3, November 2012

65 cent of payroll (total salary bill) on training, with as many companies as possible at the high end of this range. The parties clarify that this commitment relates to the voluntary spending by companies, i.e. in addition to the 1% compulsory training levy. The parties recognize that the cost of training should, in general, be borne by business and government as large-scale training and new skills production will benefit the economy, business enterprises and society. Government commits to ensuring that the possible sources of incentive funding for training and skills development, i.e. tax credit for unemployed young people, learnership credit are integrated and their efficiency improved. The Minister of Higher Education and Training commits to ensuring that the National Skills Fund (NSF) is effectively used to support skills that address the priorities of the New Growth Path. Business and labour commits to ensuring that part of the Mandatory grant (10%) is used for funding workplace training for University of Technology students as well as FET college graduates. All parties support the commitment by government in the New Growth Path to: Revise the BB-BEE scorecard to give more prominence to training and skills enhancement. Government commits to complete the process on an expedited basis and to take the matter through Cabinet during Commitment 3: To improve SETA governance and financial management as well as stakeholder involvement Over the years there has been serious concern on the governance of the SETAs, financial management as well as stakeholder involvement; and such: Business and labour commits to improving the seniority of their delegations to SETA Board meetings; The parties acknowledge the need for the Minister of Higher Education and Training to have a greater role in ensuring that SETAs are effective (including nomination of chairpersons and appointment of additional board members). It is agreed that future appointments of chairpersons will be done following consultation with social partners. The Minister of Higher Education and Training will ensure that the regulations allows for stronger participation and oversight role of the social partners on matters related to skills development at the workplace. This is in particular related to the role of organised labour in approving the Workplace Skills Plans on the shop floor. SETA s will not release the funding for Workplace Skills Plans and ATRs unless it is signed off by organised labour in the particular workplace and protocols will be developed to ensure this process improves the quality of the skills plans and ensures expeditious consideration of such skills plans. Social partners commit to ensuring that the workplace is used as a site of training and that proper training takes place. Organised labour commits to ensuring that there is proper mentoring of the young people at the workplace and they are not used as substitutes. It is recognized that the Minister of Higher Education and Training will play a coordinating role of all the initiatives related to training and skills development. All parties commit to ensuring that they will provide support for monitoring the achievement of targets and to work with the Minister of Higher Education and Training who is responsible to ensure that there is proper labour market analysis to guide skills demand and supply. Commitment 4: To align training to the New Growth Path and improve Sector Skills Plans A review of all Sector Skills Plans will be undertaken as follows: The framework of all Sector Skills Plans will be aligned to the New Growth Path and its manufacturingdriver, the IPAP 2. The Sector Skills Plans should support growth and jobs in the sectors by ensuring relevant skills are developed and by significantly stepping up production of key skills. Quantitative targets will be set for training particularly for score skills and key skills to improve industrial and workplace performance. This will also include clear targets on the number of apprentices to be enrolled in each sector and systems to track progress against targets. Business and labour commit to ensuring that the funding of training through the skills development levy is directed towards the training that meets the skills needs of the economy, including the training of professionals and training programmes that leads to a qualification. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 61

66 Workplace skills plan requirements will be incorporated into the Skill Sector Plans to ensure that these are aligned to the national goals set out herein and that training practices are transformed in South Africa s workplaces. A funding plan will be developed to support the targets set out in such Sector and Workplace Skills Plans. Structures that exist should be used where possible and parties will work closely with relevant government departments, including those dealing with higher education, economic development, trade & industry, mineral resources, agriculture, forestry and fisheries and labour. Sectors will develop these new Sector Skills Plans by September 2011 for submission to the DHET by 30 September 2011 for consideration by the Minister of Higher Education and Training. Commitment 5: To improve the role and performance of FET Colleges In order to improve the functioning of FET Colleges: Government commits to improving quality of provision, enhancing the responsiveness of programmes to labour market needs, and funding the FET colleges adequately so support these initiatives. In addition, DHET commits to continue and accelerate efforts to build capacity in FET colleges, through among others improving the governance, management, expanding and improving the quality of the offerings, strengthening the curriculum etc. The parties see value in a programme that encourages businesses to adopt FET colleges. This will foster close working relationships, and ensure that companies are able to support public FET colleges. It will also ensure better alignment between what colleges offer and what industry needs in a specific area. Business commits to develop a plan for workplace exposure for FET college lecturers, in consultation with FET colleges. A Report will be presented in August 2011 setting out proposed details of such partnerships, based on geographic spread of colleges, access to industry, means to address constraints to accessing workplace exposure and will recognize the need for lecturers to be keep up with, and be trained in the latest technological innovations and trends. This is crucial particularly in the engineering sciences and in other scarce-skill and rapidly-changing areas. The Skills Accord is funded by the Job Fund South Africa`s Economic Contending Views Since the advent of democracy, the South African economy has been led by two opposing contending views; namely Orthodox and Structuralist both of them coming up with recommendations and solutions to the South African economic growth and employment trajectory. The Orthodox supporters believe that methods such as cutting government spending, cutting taxes, liquidating bad investment and allowing wage rates to fall will solve the country s growth and unemployment problems. On the other hand, Structuralist supporters believe that South Africa must change the structure of production through the use of trade barriers and exchange controls in order to protect our industries against competition. Rodrik 27 warns that had the South African Manufacturing Sector expanded rapidly, economic growth would have been higher and far more jobs would have been created for the unskilled labour force, the majority of which is currently unemployed. He concludes by saying, the health and the vitality of the formal manufacturing sector has to be at the centre of any skills development strategy moving forward. Surprisingly, as important as it is, what Rodrik has raised with regards to boosting the Manufacturing Sector in order to create jobs; we have observed in various economic reports that jobs for unskilled labour force had been lost in the United States and Europe due to international competition, and that what helped the United States over the years was housing construction driven by low interests rates. Therefore, it is suggested that the road to economic growth lies in upgraded skills, increased export and government investment in infrastructure development. Rodrik 28, Altman 29 and the OECD state that one of the main problems over the past decade or two is that there has been shift in South Africa from the primary sectors (agriculture and mining) to the secondary sectors (manufacturing) and now to the tertiary sectors, that is to say, the services sectors. In addition to this, Bhorat et al. state that technological changes have played a big part in increasing structural unemployment. They argue that 27 Ibid. 28 Ibid. 29 M Altman, State of Employment in SA, Page 62 MICT Sector Skills Plan, , Version 1.3, November 2012

67 technological changes might require workers to re-train 30. They argued that with the shift to information technology, South Africa adopted information technology based production which led to an increase in demand for more skilled labour to develop, operate and maintain information technology systems. To address structural unemployment problems in South Africa as eluded above, some of the most leading international economists and international institutions have provided a number of solutions to the problem. For example, The Harvard Group 31 recommends: A wage subsidy for all young workers. A special budget for structural transformation. Incentives to boost labour absorbing sectors like the mining, farming and manufacturing sectors. Active steps taken to retain skilled workers and encourage skilled immigrants and skilled black economic empowerment fitted with a sell-by dated and exemption for start-up companies. Reserve Bank intervention to ensure that the currency does not strengthen too much. Exchange controls scrapped, government spending trimmed even more than it is now; and inflation targeting maintained. Tariffs are cut to lower the cost of goods. On the other hand, the World Bank 32 suggests that: We must focus on export oriented path to create employment. We must reduce tariffs in order to have a positive effect on unemployment. We must focus on the development of small to medium business to create employment. We must adopt more labour - intensive practices in the formal sector. In response, the government has outlined a number of measures including but not limited to investment in infrastructure development, skills enhancement in the public service and regional economic ties Business Confidence Index The Business Confidence Index measures the level of optimism that senior executives in the companies have about current and expected developments regarding sales, orders, employment, inventories, selling prices etc. According to Bureau for Economic Research (2012) business confidence in South Africa continue to deteriorate at 42 % in the second quarter of 2012 from 48 in the fourth quarter of 2011.The BER measures business confidence on a scale of 0 to 100, where 0 indicates an extreme lack of confidence, 50 neutrality and 100 extreme confidence. These are worrying trends. One might assume that the deterioration is caused by the government s intervention in the economy. The uncertainty of the nationalisation of mines, banks and land grab by government, this situation has been aggravated by the recent ANC policy conference which was driven by communism rhetoric as well as next upcoming Presidential Election in Mangaung later this year. In the recent 15th Annual Global CEO Survey 33, South African CEOs (2012) continue to remain somewhat positive in their businesses despite these key uncertainties and the gloomy global economy. Interestingly, industry sectors who participated in the survey were represented by Information, Technology, Computer and Entertainment, 19 % which is significantly much higher compared to Mining at 16 %.This is encouraging and must be applauded. Financial Services, their representation was quite significant at 34 % with Consumer and Industrial products and services at 31%. The survey found that they are either not confident at all to very confident about the threats posed by the following: Prospects for growth revenue (47%) over the next 12 -months Changing strategy (66%) New markets recognised as main opportunity for growth (31%) Cost reduction leading restructuring activity (81%) New alliances or joint ventures a priority in the coming 12 - months (72%) Factors influencing adjust in strategy: regulation changes (79%) & economic growth forecasts / uncertainty (75%) The above PwC`s 15 th Annual South African CEO Survey highlights three key findings about the ICT and Entertainment industry leader`s current priorities. 30 H.Bhorat et al., The Impact of Structural and Production Method Changes on Employment Growth of Occupational Groups in South Africa, 2006, 31 South Africa National Treasury Harvard Report, World Bank Report, PwC, 15th Annual South African CEO Survey, 2012 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 63

68 They are: Restructuring their organisations for partnerships. More CEO`s in ICT & Entertainment expect to form new joint venture sin the next 12 - months at 72 %; this by the way across all industries who participated in the survey expect the majority of their innovations to be co-developed with partners outside their organisations. Changes in regulations also play an important role in the CEO`s changing their organisational strategies at 79 % slightly higher than what was reported in 2011 at 76%. Interestingly, tackling the skills conundrum did not feature much this year 2012 compared to 73 % reported in PwC` 14 th Annual South African CEO`s Survey of 2011 which saw CEO`s being more concerned about the availability of professionals with key skills & quality in their future planning. Instead, cost reduction top the agent for many CEO`s in the industry at 81%. 4.2 Government Imperatives Methodology This section was compiled through desk research. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 4. The following sources were reviewed, the intention being to identify where the MICT and the MICT Sector can contribute to the South African Government imperatives. o The Department of Communications (DoC) website o Government Gazettes o Human Resource Development Strategy of South Africa (HRDSSA) , as approved on 18 March o Medium Term Strategic Framework, ( ) Minister in the Office of the Presidency: Planning, July o Industrial Policy Action Plan, the dti, August o Integrated Sustainable Rural Development Strategy (ISRDS), November o National Industrial Policy Framework (NIPF), the dti. o Department of Higher Education and Training Strategic Plan 2010 to The SA Government s Medium Term Strategic Framework (MTSF) The MICT SETA has, as suggested in the Framework for the National Skills Development Strategy 34, reviewed the MTSF 35 with a view to assess what contribution it can make over the next five years to the MTSF. This review is presented in the following table. Table 35: Points for the MICT SETA s Consideration Regarding the MTSF STRATEGIC PRIORITIES AND PROGRAMMES Suggested MICT SETA Contribution 36 Strategic Priority 1: Speeding up growth and transforming the economy to create decent work and sustainable livelihoods. In the medium-term, however, growth should come more from industries that can competitively meet the needs of South Africa and the region, and to some extent that can compete in the global market. The lead sectors already identified are automobile, chemical, metal fabrication, tourism, clothing and textiles as well as forestry. In addition, attention will also be paid to services, light manufacturing and construction, among others. Focus areas will also include agriculture; public services like health and education; private services such as the financial and other business services; food processing; plastics production; the wood value chain and targeted consumer products which might include, for example, consumer electronics. It is also strategically important to promote domestic production of capital and intermediate goods The push for expanding decent work must include an integrated rural development and agrarian reform strategy that addresses the mass joblessness and poverty of the former Bantustan regions, while seeking to improve conditions for farm workers. To ensure longer-run growth, government must refine and scale up implementation of its Industrial Action Plan to support broad-based industrialisation including more advanced manufacturing, as well as encouraging cleaner, lower-energy technologies and green jobs. In this regard elements of strategy will focus on the following: 36.1 Promoting the creation of decent employment, economic growth, broad-based industrialisation, reduced income inequality and other developmental imperatives and maintaining a stable pro-employment macroeconomic environment. This will be achieved by: Prompt implementation of BEE charters and codes Encourage stakeholders to continue with skills development utilising the discretionary funds. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and Implementing trade and industrial policy to create decent work on a large scale, broadening the country s industrial base and deal with the re-emerging balance of payment constraint. The target is to create more, sustainable and decent work opportunities, increased domestic production for local and regional markets and increase the ratio of exports to GDP by The emphasis will be on: 34 Ibid. 35 Medium Term Strategic Framework, ( ) Minister in the Office of the Presidency: Planning, July Page 64 MICT Sector Skills Plan, , Version 1.3, November 2012

69 STRATEGIC PRIORITIES AND PROGRAMMES Suggested MICT SETA Contribution Focusing on the development and utilisation of information and The MICT SETA will promote learning programmes on a communications technology (ICT) as a critical driver of national basis to FETs and rural educational institutions, which development, in terms of infrastructure development, its will have the long-term effect of making our population more ICT contribution to manufacturing, and as a platform for transmission literate, providing them with better access to the world of the and processing of information Internet and to job and new venture opportunities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54. The MICT SETA will look at the possibility of encouraging people to enter new ventures with a view on lower-energy technologies and green jobs, for example training of installers of solar powered equipment. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and Undertake interventions for creating a more inclusive economy, by expanding opportunities for the poor to access the labour market and broadening the impact of growth and ensuring its benefits reach all sectors of society particularly the poor and marginalised. The employment focus in industrial policy needs to address issues of market access and the spread of power and benefits in existing and new value chains, to enable greater SME participation and employment creation The MICT SETA will promote learning programmes (including New Venture Creation) to FETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54. As above. Skills development programmes should also emphasise the acquisition of artisan skills and self-employment Strengthening competitiveness and promotion of Small and Medium-sized enterprises (SMEs) and co-operatives. We will drive an effort to partner with the private sector to provide dedicated services and skills training to small, micro- and collective enterprises, reduce the regulatory burden on small business and co-operatives and leverage state procurement, with concrete targets, to support the growth and sustainability of SMEs. This may require a review of relevant preferential procurement legal and regulatory instruments Ensuring the country keeps up with global technological trends and fully exploits our comparative advantages, including usage of ICTs. Recognising that science and technological innovation and development are important sources of industrial competitiveness and sustaining growth, government will: Build on the range of strategies and support programmes already supporting innovation in firms, and R&D in the private and public sectors. In particular measures will be put in place to support innovation and technological development in biotechnology and pharmaceuticals, space science and technology, alternative energy technologies and address challenges and opportunities presented by climate change Accelerate the socio-economic development of South Africa by increasing access to as well as uptake and usage of ICTs through partnerships with business and civil society. This will entail creating a favourable ICT environment including through digital migration and the industrial possibilities that it presents (such as the set-topbox manufacturing), and ensure a competitive market in domestic and international bandwidth In the long-term the quality of our skills and human resource base are vital to the success of our innovation and research and development objectives. This means ensuring that our educational system produces quality outcomes particularly in regard to the rate of high school passes in Mathematics and Science, the number of university graduates in Science, Engineering and Technology fields Work with incubators such as Bandwidth Barn, SmartXchange and JCSE. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 160. Sponsor 3- to 5-year new ventures and incubators/isoes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and 152. Partner with HETs and employers to sponsor Masters and Doctorate learners through bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9, 10 and 137. Support SMEs through learning programmes and new venture creation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 138. Train installers and maintainers. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 139. Partner with FETs and HETs with regards to internships and Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 21, 24, 25 and 26 to 30 and 137. and in advanced research. 37 Strategic Priority 2: Massive programme to build economic and social Infrastructure. In the period ahead government will continue with the infrastructure investment programme aimed at expanding and improving information and communications infrastructure to increase access, quality and reliability of public services and to support economic activities while also considering environmental sustainability and pursuing maximum employment impact Continuing to ensure the development of robust, reliable, affordable and secure ICT infrastructure that supports and enables the provision of multiplicity of applications and services to meet the needs of the country and its people Sponsor learning programmes including End-User Certificate/Call Centre learnership. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 129, 146 and 147. Address the top scarce skills in each subsector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and Improving provincial and local government capacity to plan for and Provide information to the provincial governments and skills maintain infrastructure to ensure continued efficient delivery of economic development fora. This is addressed in the MICT SETA and social services. Strategy, presented in Chapter 6, Item 72 and Strategic Priority 3: Comprehensive rural development strategy linked to land and agrarian reform and food security. The elements of the strategy will include: 38.9 Institutional capacity development: government recognises the need Provide information to the provincial governments and skills for an integrated approach that emphasises co-ordinating the various development fora. This is addressed in the MICT SETA sector initiatives. A regional development approach with rural, urban and Strategy, presented in Chapter 6, Item 72 and 133. general anti-poverty strategies as its elements will be adopted. Achieving better development outcomes in rural areas will require improved alignment of the efforts of rural local government, national and provincial departments and other public agencies. Conduct learning programmes in rural communities. 39 Strategic Priority 4: Strengthen the skills and human resource base. The elements of strategy include: MICT Sector Skills Plan, , Version 1.3, November 2012 Page 65

70 STRATEGIC PRIORITIES AND PROGRAMMES Suggested MICT SETA Contribution 39.4 Within the next two years provide adequate basic services such as water, sanitation and electricity to schools; and progressively improve access to facilities such as libraries, classrooms and laboratories. Measures will be taken to ensure a progressive realisation of the goal to ensure each school has access to information and communication technology infrastructure and services Partner with DBE and DHET for train-the-trainer learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Ensuring that training and skills development initiatives in the country respond to the requirements of the economy, rural development challenges and social integration. The main aim would be to increase the number of skilled personnel in the priority skills areas such as design, engineering and artisanship categories that are critical to manufacturing, construction, cultural activities and other priority economic sectors identified in the NIPF. Additionally skills development programmes will be implemented, purposefully aimed at equipping the unemployed and vulnerable with requisite skills to overcome poverty and unemployment. The FET sector with its 50 colleges and 160 campuses nationally will be the primary site for skills development training. Through a comprehensive suite of programmes and measures to make learning environments more attractive, FET will play a significant role in providing second chance education for those who do not make it in the 12th year programme of education Put measures in place to ensure FET colleges are able to recruit and retain highly skilled and experienced instructors Provide and support staff development and exposure for FET instructors to link classroom experiences with practical, workplacebased learning experiences. Strengthen the capacity of FET colleges to partner with other governmental agencies and civil society programmes that create and incubate small enterprises Government will put in place mechanisms to ensure better coordination and integration of the relevant government departments and agencies responsible for skills development, including SOEs. 40 Strategic Priority 5: Improve the health profile of all South Africans 40.4 Implementation of the Comprehensive Plan for the Treatment, Management and Care of HIV and AIDS so as to reduce the HIVincidence rate by 50% by the year 2011 and ensuring that the target of reaching 80% of those in need of ARV treatment by 2011 is achieved. 41 Strategic Priority 6: Intensify the fight against crime and corruption Shielding the country against the growing threat of crimes related to ICT (particularly cybercrime) and identity theft by, among others, ensuring adequate protection of information and communications network infrastructure (including through the setting up of a Computer Security Incident Response Team); and improving systems dealing with documents such as IDs, birth certificates and passports. Support to FET institutions through Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30, 149 and 155. Support to rural FET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30. Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. The MICT SETA will partner with DHET s Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 156. Support to FET institutions through Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30, 149 and 155. Support to FET institutions through Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Encourage FETs to conduct the new venture creation programme Partner FETs with ISOEs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 26 to 30 and 103, 150, 151 and 152. Communicate with provincial governments and skills development fora. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 73 and 133. The MICT SETA will insist on AIDS awareness being included in its Learnerships and Internships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 21 and 26 to 30. Identify the MICT SETA stakeholders that are involved in developments against ICT related crime and sponsor ICT security learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 69 and Strategic Priority 10: Building a developmental state including improvement of public services and strengthening democratic institutions 45.2 Improving the delivery and quality of public services Give effect to the policy decision on a Single Public Service as part Partner with government institutions and PSeta to sponsor of a strategy to improve service delivery, including the rollout of MICT learning programmes. This is addressed in the MICT integrated multi-sphere service delivery centres (Thusong Centres) SETA Strategy, presented in Chapter 6, Item 157. as well as implementing government initiatives around e- government Improve the performance of the state in frontline services such as Home Affairs, policing, health, development approvals, issuing of drivers licences and maintenance courts. The goal is to substantially reduce the waiting periods and turn-around time in the provision of these services, and to make sure that citizens are treated with dignity and respect. Improve the population register to ensure that it is accurate, comprehensive and secure, among others by undertaking a campaign urgently to register all South Africans who do not have birth certificates, and over time, making it compulsory for all births to be registered; as well as through the digitisation of all records and securing ICT processes and installations. Partner with government institutions and PSeta to sponsor End- User Computing and MICT learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Partner with government institutions and PSeta to sponsor End- User Computing and MICT learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Page 66 MICT Sector Skills Plan, , Version 1.3, November 2012

71 STRATEGIC PRIORITIES AND PROGRAMMES Improve management capacity in frontline services and their backoffice support systems and devolve/decentralise necessary powers and responsibilities so that they can function effectively 45.4 Building partnership with society and strengthening democratic institutions Suggested MICT SETA Contribution Partner with government institutions and PSeta to sponsor End- User Computing and MICT learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item The Human Resource Development Strategy of South Africa (HRDSSA) As stated in the HRDSSA 36, Thus, human resources development (HRD) is critically important in South Africa s development agenda. The importance of HRD demands a response that has a sense of urgency. The MICT SETA has, as suggested in the Framework for the National Skills Development Strategy 37, reviewed the HRDSSA with a view to assess what contribution it can make over the next five years to the HRDSSA. This review is presented in the table below. Table 36: Points for the MICT SETA s Consideration Regarding the HRDSSA II Suggested Suggested MICT SETA Contribution Primary Responsib ility COMMITMENT ONE: We will urgently overcome the shortages in the supply of people with the priority skills needed for the successful implementation of current strategies to achieve accelerated economic growth: Strategic Priority 1.1: To accelerate training output in the Merseta, priority areas of design, engineering and artisanship that is Ceta critical to the manufacturing, construction and cultural industries. Strategic Priority 1.2: To increase the number of skilled personnel in the priority areas of design, engineering, artisans that are critical to manufacturing, construction and cultural activities through net immigration. Strategic Priority 1.3: To accelerate the number of new training graduates in priority economic sectors identified in ASGISA, the NIPF and IPAP. Merseta, Ceta, Business, DoHA Learning Programmes in the Electronics Sector. Pivotal and non-pivotal. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 98. N/A NSA/NSF Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. COMMITMENT TWO: We will increase the number of appropriately skilled people to meet the demands of our current and emerging economic and social development priorities: Strategic Priority 2.1: To ensure that skills development planning is credible, integrated, coordinated and responsive to social and economic demands. Strategic Priority 2.2: To ensure that skills development programmes are demand-led through substantive and systematic input from employers in the determination of skills demands for the country. Strategic Priority 2.3: To improve the employment outcomes of post-school education and training programmes. Business QCTO Learning Programmes for the employed and unemployed as indicated by Scarce and Critical Skills inputs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1. Learning Programmes as indicated by Scarce and Critical Skills inputs from company stakeholders. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1. Assist QCTO with learnership/qualification development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and 109. NSA/NSF Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and Human Resource Development Strategy of South Africa (HRDSSA) , as approved on 18 March Ibid. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 67

72 Strategic Priority 2.4: To ensure that FET and HET are responsive to the skills demands arising from South Africa s social and economic development imperatives. Suggested Suggested MICT SETA Contribution Primary Responsib ility DHET Inform FET and HET institutions of skills demands via Career Guide. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54. Support to HET institutions through Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation (hard to measure)). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. COMMITMENT THREE: We will ensure improved universal access to quality basic education and schooling (up to Grade 12) that is purposefully focused on achieving a dramatic improvement in education outcomes for the poor; that is focused on equipping learners with optimal capacity for good citizenship; and pursuing post-school vocational education and training or employment. Strategic Priority 3.1: To ensure equity in education inputs and learning outcomes. Strategic Priority 3.2: To ensure that education outcomes promote values which are consistent with good citizenship and the provisions of the South African Constitution. Strategic Priority 3.3: To improve learner performance and quality of education in the schooling system. Strategic Priority 3.4: To expand age-appropriate participation in early childhood education. Strategic Priority 3.5: To improve the percentage pass rate in Grade 12 and ensure that the profile of passes is commensurate with the country s social and economic imperatives. Strategic Priority 3.6: To ensure that all learners, especially the poor, have access to basic health-promoting interventions that are aimed at removing barriers to learning. DBE DBE N/A N/A DBE Support to FET institutions through Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Support to rural FET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. DBE N/A DBE The MICT SETA will partner with DHET s Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require DBE, DoH&W N/A additional assistance with maths and science. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 156. COMMITMENT FOUR: We will urgently implement skills development programmes that are purposefully aimed at equipping recipients/citizens with requisite skills to overcome related scourges of poverty and unemployment. Strategic Priority 4.1: To ensure that unemployed adults, especially women, have access to skills development programmes which are explicitly designed to promote employment and income-promoting outcomes. NSA/NSF Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Strategic Priority 4.2: To ensure that all unemployed adults have access to training opportunities in literacy and ABET. Chapter 6, Item 8. NSF, SETAs Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Page 68 MICT Sector Skills Plan, , Version 1.3, November 2012

73 Strategic Priority 4.3: To accelerate the participation and graduation rates in FET and HET of learners coming from poor families or households. Suggested Suggested MICT SETA Contribution Primary Responsib ility NSF, SETAs Support to FET and HET institutions through Train-the- Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. COMMITMENT FIVE: We will ensure that young people have access to education and training that enhances opportunities and increases their chances of success in further vocational training and sustainable employment: Strategic Priority 5.1: To accelerate the implementation of training programmes for the youth which are focused on employment creation. Strategic Priority 5.2: To leverage public and private sector programmes to create employment opportunities and work experience for new entrants into the labour market. Strategic Priority 5.3: To improve the coverage and efficacy of vocational guidance and labour market information in a manner that promotes the optimal uptake of training and employment opportunities available to the youth. NSF, SETAs Support to rural FET and HET institution learners via sponsorship of EUC and other MICT learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. NSF, SETAs Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. DoL, DHET Inform FET and HET institutions and learners of skills demands via Career Guide. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54. COMMITMENT SIX: We will improve the technological and innovation capability and outcomes within the public and private sectors to enhance our competitiveness in the global economy and to meet our human development priorities: Strategic Priority 6.1: To increase the number of skilled personnel in areas of science, engineering and technology. DBE, DHET Support to FET and HET institutions through Train-the- Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Learning Programmes, influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. Strategic Priority 6.2: To improve South Africa s Incubators, Encourage development of more ISOEs. This is performance in areas of teaching, research, innovation and the commercial application of high-level science, engineering Universities, DHET, addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and 152. and technology knowledge. existing Sponsor 3- to 5-year new ventures and ISOEs incubators/isoes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and 152. COMMITMENT SEVEN: We will ensure that the public sector has the capability to meet the strategic priorities of the South African Developmental State: Strategic Priority 7.1: To improve the credibility and impact of training in the public sector by improving service delivery. Strategic Priority 7.2: To leverage the SETAs to contribute optimally to capacity development in the public sector. PSeta, Government PSeta, Government Sponsorship of EUC learning programmes in government. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Sponsor MICT Learnerships for MICT technical people in government, in partnership with PSeta. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Sponsorship of EUC learning programmes in government. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Sponsor MICT Learnerships for MICT technical people in government, in partnership with PSeta. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 69

74 Suggested Primary Responsib ility Suggested MICT SETA Contribution COMMITMENT EIGHT: We will establish effective and efficient planning capabilities in the relevant departments and entities for the successful implementation of the HRD-SA: Strategic Priority 8.1: To improve the credibility, validity, utility and integrity of the various data and management information systems which are vital for successful planning GCIS, DHET supported by SETAs, Maintain a strong SMS. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 75, 106, 168 and 191. and implementation of the HRD-SA. Stats SA, HSRC, SARB The Industrial Policy Action Plan (IPAP) The implementation of industrial policy is set out in an Industrial Policy Action Plan (IPAP) after an intensive consultation and analysis with industry experts and other key stakeholders. This process, led by the Minister of Trade and Industry Dr Rob Davies, has led to a revised IPAP for the 2011/ /14. Having reviewed the Industrial Policy Action Plan, 2011/ /14 (IPAP 2), produced by the dti, the MICT SETA can contribute to the following areas of the dti s Key Action Programmes: Table 37: Suggested MICT SETA Contribution to the dti IPAP Key Action Programmes the dti s Key Action Programme Purpose Suggested MICT SETA Contribution Streamline the skills delivery system through SOE-Skills Delivery Fora and dedicated Industry-Skills Partnerships for artisans, technicians and engineers in growth and new or emerging sectors Ensure that there is greater coherence in the delivery of specialised intermediate and high level skills Co-operate with SOEs and strategic partners to develop skills for technicians in the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Support of the National Centres of Excellence to integrate sector competitiveness and skills needs Facilitate the upgrade of manufacturing facilities and capabilities to increase domestic production and growth of exports Ensure the financial and operational sustainability of the Centres of Excellence Help to increase productivity, volumes and efficiencies 13.3 Green industries Address significant opportunities to develop new green and energy-efficient industries and related services Innovation and technology Distinct technologies will be identified, and where commercialisation is possible, this will be undertaken with relevant partners. The technologies to be pursued will include the establishment of a South African garment sizing data base using three-dimensional (3-D) body-scanner technology, computer-aided design using 3-D scanner data Skills development and training for the BPS sector Advanced Manufacturing: Aerospace and Defence sector, Set-Top Box (STB) sector Monyetla Work-Readiness Programme, a dedicated investor friendly set-up process, and a programme to improve industry service standards, requisite skills from entry level to supervisory level, in order to position South Africa as a preferred off shoring destination for BPS operations Sector development The Integrated Sustainable Rural Development Strategy (ISRDS) Where appropriate, the MICT SETA will consider adopting the Centre of Excellence(s). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103. Provide support to the Electrotechnical Export Council. Engage with Productivity SA. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 164 and 165. The MICT SETA to identify and support skills development in Green industry stakeholder companies. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. CSIR will be supported where possible. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT SETA to identify and support BPS stakeholders in skills development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT SETA to identify and support Aerospace and STB stakeholders in skills development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT SETA has, as suggested in the Framework for the National Skills Development Strategy 38, reviewed the ISRDS 39 with a view to assess what contribution it can make over the next five years to the ISRDS. This review is presented below. The following statements were extracted from the Executive Summary of the ISRDS. 38 Ibid. 39 Integrated Sustainable Rural Development Strategy (ISRDS), November Page 70 MICT Sector Skills Plan, , Version 1.3, November 2012

75 ISRDS Statement International approaches to rural development. Recent experiences in programme design suggest that decentralization accompanied by promotion of greater local power and autonomy in decision-making can offer opportunities to improve outcomes. The evidence indicates that a number of characteristics pertain: fiscal transfers must provide incentives for local government and be transparent, predictable and autonomous; an appropriate legal framework must define relationships between different levels of government, and must provide a clear role for nongovernment institutions; institutional capacity to meet the responsibilities and obligations of decentralized authorities must be created and nurtured; a clearly defined system of incentives and penalties is required to contribute to more efficient investment decision-making and to discourage misuse of funds. Recent experiences in project design suggest that urban-rural bias and improved achievement of intended outcomes are achieved where certain key characteristics pertain: targeting mechanism should be simple, explicit and memorable, based on objective criteria to minimize political interference in resource allocation; participation in financing of projects and sub-projects generates a sense of ownership and aligns investments to be true, perceived needs generate costs savings and increases local accountability; careful design of information campaigns is essential and technical assistance and training should be accessible; project supervision during and after implementation is found to be a determinant of success and sustainability; and income-generating projects should be subject to rigorous selection, preparation and technical assistance and supervision and should provide services for a large number of community members under strict operational guidelines. Characterisation of rural South Africa. Some strategic pointers: the diversity and complexity of rural areas and poverty in South Africa must be accommodated in flexible, responsive strategic planning; planning must take into account the nature of urban-rural linkages and aim for comprehensive regional development where urban settlements form an integral part of the strategy; the marginalisation of agriculture, particularly in the former homelands, needs to be addressed, with central acknowledgment of the role of women and gender issues; the impact of HIV/AIDS must be incorporated to respond to impacts on highly vulnerable rural households. The legal and policy framework for rural development in South Africa. The key lessons indicated, are: public investment programmes have been beset by co-ordination and communication problems, with frequent complaints of poor associations to community priorities; the relationship between national and provincial line function departments and Districts Councils in implementation of programmes was not always coherent and focused; channels of funding for each sphere of government rained on communities randomly with weak responsiveness to community priorities; the institutional framework to respond to these issues has been evolving over the period and is now in a coherent, ordered structure to support the principles of the ISRDS The elements behind the vision of the ISRDS: Rural development: is multi-dimensional and much broader than poverty alleviation through social programmes and transfers; it places emphasis on changing environments to enable poor people to earn more, invest in themselves and their communities and contribute toward maintenance of key infrastructure; a successful strategy will make people less poor, rather than more comfortable in their poverty. Sustainable: sustainability is derived from increased local growth, and where rural people care about success and are able to access resources to keep the strategy going. Integrated: integration is complex and requires effective co-ordination across traditional sectors in all levels of government; the Integrated Development Plan (IDP) process will establish a primary locus of integration at the municipal level. Rural Safety net: safety nets are still needed, and South Africa is exceptional amongst developing countries in that many of the key programmes of social assistance extend to rural people and prevent much hardship. The findings of the current review of social assistance should be incorporated to complement the ISRDS. Key elements: A vision of the growth process in rural areas; A mechanism for integrating existing programs; Design for new programmes if needed; A defined locus of decision making; A meaningful role for local government. Clarification of financial flows and channels. Key performance indicators or a process for generating them internally to the strategy; Procedures to monitor the indicators; Sequencing of actions that should take place in the short, medium, and long term. The strategic continuum progress of the ISRDS is indicated in the following four phases: (i) Strategic problem/challenge definition. (ii) Strategic formulation. (iii) Implementation planning and business planning. (iv) Delivery. (v) Evaluation. The ISRDS will integrate existing activities of government and therefore various elements are at different phases in their own right. The management of the ISRDS it is now completing phase two and establishing a clear focus on phases three and four. The operational approach of the ISRDS. It will build immediately on existing programmes of government through a well-co-ordinated, bottom-up approach to rural local economic development. Key government initiatives will form a core of the integrated programmes on which ISRDS will be built. An initial focus will be on a manageable number of selected areas, or nodes, where the process at a local level will be guided. The range of programme options will be customised in each node into a basket of services. The selection will be based on participatory decision making at local level and will include resources from government and other social partners. The chief instrument for integration will be the mechanisms of IDPs as provided for in the Municipal Systems Bill. Technical assistance and management assistance will be provided through IDP and ISRDS structures. The objective will be to bolster and develop local capacity. The primary source of funding is anticipated to come from better synergy of existing programmes rather than allocation of significantly more funds to rural development in aggregate. Municipal councils will use the IDP process to attract desired programmes from government and other sources. The ISRDS will extend progressively from the pilot nodes. The strategy recognises the risks of over concentration of resources from a stable resource pool in a few areas, but will put relevant indicators in place to manage such tendencies. Some complementary measures to support the ISRDS: MICT Sector Skills Plan, , Version 1.3, November 2012 Page 71

76 ISRDS Statement human resource development and capacity building; land reform: implement revised programme; community based income generation projects; social assistance and safety nets; and rural finance. The proposed institutional arrangements, which will operate in the political and operational areas. In the political sphere the Presidency is responsible to the Cabinet for overall co-ordination and monitoring. The Presidency will engage provincial Premiers to establish sound operational co-operative governance understandings between these spheres of government. A core group of Ministers in Cabinet will be drawn from the Infrastructure, Economic and social Cabinet Clusters. Each Cluster will ensure that sectoral line function departments prioritise identified nodes and operate through the planning mechanisms of IDPs. In the operational sphere, each node will be supported by a project team, led by a nodal delivery manager, who will report to the nodal champion. Community based project teams will be established in each node in a range of formats and scales depending on local circumstances. They will integrate with designated nodal IDP structures. Extensive stakeholder mobilisation will be implemented. Five elements of the implementation: institutional arrangements; establishment of an information and knowledge base; development of planning and monitoring systems; establishing mechanisms of coordination; and stakeholder mobilisation. Three phases are identified, with specified actions for each element above over each: Phase 1: The period from December 2000 to March 2001 (until the end of the financial year), will encompass all the immediate actions within the five elements identified for implementation of the ISRDS. Phase 2: The period from April 2001 to March 2004 will build and expand the strategy and extend operations into a greater number of nodes. Phase 3: The period from April 2004 to March 2010 will manage the strategy into maturity. The strength of the strategy lies in its emphasis on a mechanism that can achieve results on the ground. That mechanism, in brief, empowers rural stakeholders to use the IDP process to select programmes that address their priorities. The basket of selected programmes is financed at the municipal level through an expenditure envelope comprised of the municipal budget, the commitments of the line departments through the IDP process, commitments of donor organizations and NGO s, and public -private partnerships. Although these resources were available in the past, they lacked the integrative mechanism described in the strategy. Based on the above statements, the MICT SETA s suggested contribution to the ISRDS is: Support to FET and HET institutions through Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Work with local community, NGOs, skills development fora and training institutions, provincial government and municipalities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item National Industrial Policy Framework (NIPF) The MICT SETA has, as suggested in the Framework for the National Skills Development Strategy 40, reviewed the NIPF with a view to assess what contribution it can make over the next five years to the NIPF 41. This review is presented in the following table. Table 38: Suggested MICT SETA Contribution to the NIPF NIPF Statements Suggested MICT SETA Contribution Although the NIPF aims to encourage the improvement of growth and employment conditions across much of the economy generally, its primary focus is on the relatively low-skill intensity industries: non-traditional tradeable goods and services in the primary, manufacturing and services sectors of the economy. Industrial policy is not the domain of a single government department. It requires intensive coordination across a range of government departments. It can also only be implemented successfully if it is aligned with four associated and supporting sets of policies. 1. A stable and supportive macroeconomic and regulatory environment. 2. Appropriate skills development and education systems which are increasingly integrated with the needs of the industrial economy. 3. Sufficient, reliable and competitively priced traditional and modern infrastructure. 4. Adequate support for various forms of technological investment within the economy. Over the past few years it has become evident that South Africa s economy is capable of performing at even higher than current levels. Thus Government aims, principally through the Accelerated and Shared Growth Initiative of South Africa (ASGI-SA), to push toward its goal of halving unemployment and poverty in South Africa by 2014 by attaining 6% growth per annum in gross domestic product (GDP) by The Role of Skills/Education However, a situational analysis indicates that the major structural weakness in the industrial economy has been that the losses in employment in traditional commodity sectors of the economy (such as agriculture and mining) have not adequately been offset by sufficiently rapid growth in non-traditional tradeable sectors (such as in manufacturing and certain tradeable services). These tradeable sectors are critical for employment creation because they are generally both labour-intensive and characterised by relatively low-skill intensity. Attempt to assist potential retrenchees in the traditional sectors with ABET and End User Computing training to improve their prospects of re-employment in other sectors, utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This 40 Ibid. 41 National Industrial Policy Framework (NIPF), the dti. Page 72 MICT Sector Skills Plan, , Version 1.3, November 2012

77 NIPF Statements Suggested MICT SETA Contribution will require cross-sectoral partnering with Agriseta and MQA. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 42, 43, 135 and NECESSARY CONDITIONS FOR INDUSTRIALISATION In order for the industrial economy to fire on all cylinders and for an industrial policy to be successful, coordination and alignment is required across a range of supporting policies and institutions. Four main sets of policies need to be implemented in step with more direct industrial policies, namely: Macroeconomic and regulatory environment; Skills and education for industrialisation; Traditional and modern infrastructure; and Innovation and technology. 2.2 Skills and education for industrialisation The productive capabilities required to produce goods and services in an ever more globalised economy are becoming increasingly sophisticated. All types of production are affected by this trend, even so-called labour intensive activities. In the short term, this requires much stronger alignment between industrial policies and skills institutions. In the longer term, it requires integration with the educational system with a particular emphasis on ensuring larger numbers of graduates with tertiary technical skills. Competitive advantage in geographic-specific industrial clusters is greatly enhanced by strengthening linkages between tertiary institutions and the needs of industry, which in turn requires larger numbers of secondary graduates with university entrance in mathematics and science. The MICT SETA will encourage larger numbers of graduates with tertiary ICT skills through partnering with industry and the awarding of conditional bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. The MICT SETA to forge partnerships with HETs, including partnering with Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 137. The highest growth sectors since 1994 have largely been in skills-intensive non-tradeable services and capital-intensive upstream resourcebased manufacturing. Skills intensity across all sectors of the economy has increased, including the tradeable sectors. However the overwhelming majority (over 70%) of employment in the tradeable sectors still comprises low and unskilled workers, with around 60% in manufacturing. By contrast, the private and public non-tradeable sectors are far more skills intensive, with low and unskilled workers accounting for only around one third of employment Export performance has also been mixed over this period. There has been important diversification of the export basket away from over-reliance on minerals. Resource-based sectors continue to dominate manufacturing exports, although their share declined from over 74% in 1994 to 61% in The automotive industry has been the most important source of manufacturing export growth and diversification. But South Africa has not sufficiently integrated into rapidly growing areas of global trade, such as electro-technical products. Muted export performance in non-traditional tradeable goods and services is of concern in a context of high unemployment since skills intensity in these sectors is lowest, and hence they offer the best opportunities for creating employment for relatively unskilled workers The strategy of the previous government of deliberately not investing in skills formation for the majority of the population has created long-term problems. This poses two major sets of challenges. The first is that the global commoditisation of lower-value manufacturing places constraints on the growth of sectors that can absorb relatively unskilled labour. Conversely, availability of skilled labour becomes a constraint on the growth of more dynamic goods and services markets, which are increasingly more skills- and technology intensive Diversification of the economy towards non-traditional tradeable goods and services and beyond a mineral and agricultural base is necessary for a range of reasons. It allows countries to escape from the volatility and long-term decline in the terms of trade of a number of commodities. Movement into manufacturing and exportable service activities allows countries to take advantage of the rising income elasticity of demand that derives from increasing wealth in the world economy. This movement is fundamental to higher living standards as people shift from un- or under-employment to more productive formal sector activities. It is well recognised that this process of industrial development is beset with market and production failures. The ability to produce does not occur automatically but is an incremental process of learning and developing cumulative capabilities. During this process a number of markets generally may not work well, or may even be entirely missing. In particular, these generally are markets for capital, technology and skills development Advanced manufacturing sectors Advanced manufacturing is generally characterised by relatively high levels of skills and technology requirements and encompasses sectors such as automotive, aerospace, electronics, and nuclear energy. These sectors are often driven by foreign direct investors who own the proprietary knowledge involved and who subcontract original equipment manufacturing. However, there are areas in which South Africa is developing its own proprietary technologies, such as in mining capital goods and nuclear energy. Challenges exist with respect to deepening domestic technology linkages in automotive, building more competitive manufacturing capabilities at scale, and identifying the areas in which South Africa can participate competitively in more dynamic value chains, such as the electro-technical group of products. This is likely to require targeted support in the areas of technology development, technological infrastructure and more focused FDI promotion efforts Tradeable Services In developing sectors, the importance of services should not be overlooked. The sector broadly constitutes over 60% of GDP and employment. While much services activity is driven organically by increasing per capita incomes, there are certain services sectors that display desirable developmental characteristics such as the ability to absorb labour and generate substantial value addition. A number of services sectors tend to have higher employment elasticity than manufacturing, although they also tend to be relatively skills-intensive. Promising services for development or self-discovery processes include business process outsourcing The MICT SETA will identify export companies within the MICT Sector and assist with skills development in those companies to boost exports. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT will address the top scarce skills in each subsector as indicated by the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. As above. The MICT SETA will identify companies with R&D capability within the MICT Sector and assist with skills development in those companies to boost this capability. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT SETA will partner with the CSIR, universities and ISOEs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 20, 70, 103, 145, 150, 151 and 152. Develop End User Computing/Call Centre Qualification and Learnership. Promote the End User Computing/Call Centre Qualification and Learnership. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 146. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 73

78 NIPF Statements (BPO), ICT services, engineering, construction and mining services and the film industry. The major generic challenges facing most of these sectors relate particularly to broadband availability and costs, and skills and education development. 10. SP4: SKILLS AND EDUCATION FOR INDUSTRIALISATION 10.1 As outlined above the skills and education system form a fundamental pillar for the success of an industrial policy. There is currently insufficient integration between industrial policy objectives and skills and education systems. There is therefore a need from much closer alignment between industrial policy and skills and education development, particularly with respect to sector strategies At the level of vocational training there is a need for much greater coordination between the development and implementation of sector strategies and the corresponding Sector Education and Training Authorities (SETAs). In particular, the SETAs related to the high-impact sectors prioritised from time-to-time by Government itself, require priority attention such that they are optimally supportive of the sector development process. Lessons learned from this process can be applied to the improvement of the Seta system as a whole In the medium- to long-term there is a need for much stronger alignment between the education system and industrial policy. A critical requirement for any successful industrialisation process is the provision of adequate numbers of graduates in tertiary technical fields such as science and engineering. South Africa s recent growth spurt has highlighted weaknesses in this area Improvements on the tertiary technical front require a much larger pool of school leavers with university entrance in mathematics and science. This implies purposive efforts to improve the cadre of school leavers necessary for a modern and increasing knowledge-driven economy There is also a requirement to strengthen the integration between tertiary institutions and industries in the same geographic location. This is particularly the case in more technology and skill intensive industries where local tertiary institutions form a fundamental pillar of industrial clustering. 13. SP7: INDUSTRIAL UPGRADING PROGRAMME 13.1 Evidence from firms in the private sector indicates that firms which invest in non-pricebased strategies associated with upgrading their industrial capabilities demonstrate superior performance in terms of both turnover and employment growth. These include investments in machinery, upgrading skills, and improving their logistics capabilities The second component of industrial upgrading is the technological infrastructure that supports it. Technological infrastructure is defined as infrastructure for a public good, which individual firms would normally be unable or unwilling to invest in, but which has substantial technological impact on the industry as a whole. Due to the broad range and sector-specific nature of the facilities that meet these criteria, it may be desirable to establish a Technological Infrastructure Fund, with broad guidelines, able to support a range of facilities. The types of facilities that would be supported would include tooling and casting facilities, sector-specific skills centres, where fixed costs of equipment are too high for individual firms to invest, and centres for research excellence. Suggested MICT SETA Contribution Sponsor learners on the End User Computing/Call Centre Learnership, particularly in rural areas. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 146. Obtain Telkom s rural telecommunications development plan and sponsor rural End User Computing/Call Centre Learnership through Telkom on the basis the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 71, 146 and 147. See above. See above. The MICT SETA will encourage larger numbers of graduates with tertiary MICT skills through partnering with industry and the awarding of conditional bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. The MICT SETA will partner with DHET s Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance with maths and science. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 156. The MICT SETA will promote End-User Computing to FETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. The MICT SETA will address the top scarce skills in each subsector as indicated by the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. The MICT SETA will identify companies with R&D capability within the MICT Sector and assist with skills development in those companies to boost this capability. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. The MICT SETA will partner with the CSIR, universities and ISOEs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 20, 24 and 25, 103, 150, 151 and 152. 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79 4.2.7 Sectoral Contribution to the President s Outcomes Approach to Planning Government s Work To assess how the MICT SETA can contribute to the President s outcomes approach to planning government s work, the MICT SETA looked to the latest Strategic Plan of the Department of Higher Education and Training 42 on the basis that the DHET s strategy addresses the President s approach. The findings of this review is summarised below. The DHET intends ensuring that there is an integrated education and training management information system, linking all providers of education and training into a single system, so that there is a learning record and occupation category for each and every person resident in South Africa. The MICT SETA will contribute to this management information system where possible. In order to contribute to the DHET s strategy of supporting the development of coherent career guidance and information services for higher education and training via the development of a focused plan and partnerships, the MICT SETA will produce and distribute the Career Opportunities Guide annually. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54 to 56. As part of its five year strategy, the DHET wants to ensure credible planning, budgeting, costing, research and monitoring, as well as evaluation capabilities that will achieve the required outcomes and provide an early warning system to correct any deviations from structured plans. In this regard, the MICT SETA will also perform a monitoring and evaluation function. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 175. There are two legal and legislative goals that the DHET has included in its strategy where the MICT SETA can contribute. These two goals are: To provide effective legal advice, on time, to the Ministry, the Department, government and the public on education legislation and law. To draft regulations and legislation and assist with the processing thereof: Based on inputs on these legislative issues from DHET, the MICT SETA will communicate this information to stakeholders. The DHET intends identifying and monitoring curriculum innovations in citizenship and values education in the higher education and training system. Based on input from DHET, MICT will likewise identify and monitor curriculum innovations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 107. In its strategic project Collaboration towards occupational skills excellence, the MICT SETA will contribute by: Providing input on scarce and critical skills in the sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1. Developing an integrated pipeline of delivery for the selected occupations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 108. Supporting the consolidation of relevant SETA-based Learnerships into single occupation-specific programmes, with provision for sectoral and other specialisation fields, for the selected occupations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 109. Recruit an increased number of learners into programmes and supporting their successful completion of these programmes. Monitoring and evaluating these processes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 63, 85, 86, 123, 123, 174, 182 and 183. Expanding the number of occupations beyond those initially selected. The MICT SETA will partner with bursary funding to universities and universities of technology. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 10 and 169. The DHET will also ensure that the Higher Education Management Information System (HEMIS) meets the needs for management information across the sector, and that it is maintained properly with the required data from universities, and assist with development of an MIS for the post-school system. The MICT SETA will analyse this data in terms of its sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 77. As part of the DHET s University Education programme, and with regard to the DHET s intent to ensure the appropriate regulation and registration of private higher education institutions, the MICT will monitor and evaluate the provision of training. With regard to Teacher Education, the MICT SETA sees itself as playing a role in supporting the training of teachers and lecturers in MICT. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Department of Higher Education and Training Strategic Plan 2010 to 2015 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 75

80 Programme 4 of the DHET s strategy addresses Vocational and Continuing Education and Training, and the MICT SETA sees itself as being able to contribute in several areas of this programme. In the DHET s drive to support the development of Public FET Colleges institutional capacity in order to achieve transparency, enhanced performance, accountability and efficiency, as well as training and supporting lecturers to ensure a skilled and capable college workforce, the MICT will assist by supporting the training of teachers and lecturers in MICT. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. In Private FET Colleges, the MICT will monitor and evaluate the provision of training. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 110. Regarding ABET, the DHET intends restructuring adult education and training by establishing responsive and enabling policies and programmes. The MICT SETA will implement new policies and programmes in support of this, and will expand the current provisioning of formal adult education and training programmes. The MICT SETA will furthermore develop and maintain sound policies and systems for the implementation of adult education and training programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 170. The MICT SETA will also contribute in many areas of the DHET s fifth programme addressing skills development. In addition to the suggested contributions mentioned above, the MICT SETA will: Produce Sector Skills Plans annually. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to 6. Implement the NSDS III priorities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to 59. Monitor and evaluate its interventions and contribute findings to DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 110. Based on inputs from DHET, communicate information about the NSF. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 181. Support the QCTO. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and 109. Produce annual reports. Undertake research to establish the impact of the NSDS. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 25, 38, 49 and 78. Collaborate on research activities with the HRDSA, the CHE, SAQA and other related bodies, at the request of these bodies. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 79 and 104. Monitor and evaluate its interventions and contribute findings to DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 110. Produce quarterly and annual reports. Perform/commission research and contribute findings to DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 24 and 25. Contribute reports to the electronic library of NSDS reports. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Sectoral Contribution to the Minister of DHET s Performance Agreement with the President There are fourteen key performance areas (KPAs) where the Minister of the Department of Higher Education and Training has focused his attention in terms of what he wants to achieve. These fourteen KPAs are: 1. Assessment of skills required for each sector and the identification of scarce skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to How the levels of education will be improved and addressed in the sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 11 to Partnerships between SETAs and Public FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item The number of bursaries awarded/to be awarded to deserving SA citizens in critical skills at the 23 Universities and 50 FET Colleges. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 9, 10 and Scarce and critical skills needed in the sector, how it will be addressed, the number of learners that will be trained and placed as well as the companies that will be involved. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to Number of agreements signed with Public FET Colleges, Universities and other training providers as well as the amount approved for each agreement which should also reflect the number of learners to be trained, types of training programmes and the programmes that are in place for the current financial year. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8 and 20. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to 3. Page 76 MICT Sector Skills Plan, , Version 1.3, November 2012

81 7. Targets as reflected in the Strategic Plan and Annual Performance Plan must be credible and linked to a "Baseline". Refer to the MICT SETA Strategic Plan and Annual Performance Plan. 8. Placement of students in industry as part of the agreement between the SETA and companies. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item A comprehensive plan on making the public service a training space should be developed, with targets per annum to change the lives of the youth. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Rural Development programmes and how it will be implemented. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 71, 112 and Progress in the implementation of Recognition of Prior Learning. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Presence of SETAs in rural areas and townships, and how and by when will it be implemented. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 20, 21, 71, 112 and 146. The MICT SETA currently has a presence in the following areas: Amatole, Eastern Cape Flagstaff, Eastern Cape Lusisiki, Eastern Cape Harrismith, Free State Motheo, Free state Umgungundlovu, KwaZulu-Natal Msinga, KwaZulu-Natal Nongoma, KwaZulu-Natal Capricorn, Limpopo Giyani, Limpopo Bethal, Mpumalanga Nkangala, Mpumalanga Witbank, Mpumalanga Kimberley /Frances Baard, Northern Cape Kuruman/John Taolo Gaetsewe, Northern Cape Thlabane, North West Jouberton, North West Potchefstroom, North West Stilfontein, North West Taung, North West 13. Number of Public FET College and University students placed in companies to obtain work experience. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Facilitating the exposure and placement of FET College lecturers to industry. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 20 and 21. The MICT SETA reviewed these KPAs to determine where the SETA can contribute, and has incorporated this into its strategic plan. This contribution is indicated in Chapter 6 of this document, Items 193 to The Department of Communications The Department of Communications (DoC) is one of the MICT SETA s primary stakeholders. Because this organisation plays an extremely important role within the MICT Sector, the following points from the budget vote speech by the Communications Minister, Mr Roy Padayachie, in his address to the National Assembly, 31/05/2011, are presented: A few days before the local government elections, the Minister launched various service delivery projects in several rural areas amongst others cyberlabs to the communities and schools. In Msinga, a low power transmitter was switched on, enabling radio reception in the area. ICT market growth will be driven by the rapid uptake and usage of data and applications-driven mobile communications. To achieve this, the DoC will implement several interventions to address the cost to communicate access to electronic communications infrastructure and reduce barriers to entry to promote competition in the sector. The DoC will introduce amendments to the Electronic Communications Act. The DoC is commencing with the adoption of the DVB-T standard for the process of digital migration. Accordingly, Cabinet adopted the preferred standard of DVB-T2, an upgrade of DVB-T and agreed to December 2013 as the new switch-off date, with a view to allow the period between 2013 and 2015 to address any challenge that may arise towards the ITU deadline (of 2015). In light of this, the DoC will implement interventions to ensure that South Africa migrates to digital broadcasting by Significant progress has already been made in implementing the Broadcasting Digital Migration Policy for South Africa. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 77

82 Substantial work has been done by Sentech in upgrading its broadcasting infrastructure from the existing DVB-T to DVB-T2. By March 2011, Sentech would have achieved 60% population coverage on the DVB-T standard. The uptake of digital broadcasting technology will expand the public bouquet in content viewing; for example, increase the number of channels from the current 3 SABC channels to over 10. These additional channels will provide an opportunity for the growth and transformation of the local content development industry. The South African Bureau of Standards is expected to finalise the second generation DVB-T2 standard during the last quarter of The DoC intends reviewing the current broadcasting policy landscape in order to position the public broadcaster in the new digital environment. Community broadcasting will remain on the DoC s radar screen for years to come. R10 million has been allocated to support the development of content by community radio stations. During this year, the DoC will provide broadcasting infrastructure to fifteen (15) community stations and R6 million has been allocated for this purpose. Government will accelerate broadband infrastructure spending. An initial R450 million, over the MTEF period, has been allocated for the provision of Broadband services. Sentech and Ethekwini Municipality are in discussions to create an intelligent city, allowing for Internetbased Government services that enable ubiquitous connectivity to transform key government processes both internally to improve efficiencies and externally to improve service delivery to the people. The DoC, in partnership with ICASA, intends conducting a radio frequency spectrum audit to ensure effective utilisation of scarce resources, covering all bands, contained in the national frequency plan. Licensed entities unable to account for their use of the allocated radio frequency spectrum may forfeit their rights in terms of the law. We are prepared to amend the law to ensure efficient utilisation of the radio frequency spectrum. The DoC intends issuing a Policy Direction to ICASA to conduct a review of the Digital Dividend, which is the spectrum to be freed by the digital broadcasting migration process. The digital dividend will result in the licensing of further communications services such as mobile TV, High Definition TV, public emergency services and additional standard definition TV. In terms of the radio frequency spectrum licensing, the new radio frequency spectrum policy trajectory will consider allocating parts of the high demand radio frequency spectrum towards accelerating development of rural connectivity. The Department is finalising the ICT Rural Development Strategy to determine priority under- serviced areas and accelerate the provision of Universal Service and Access through integrated government interventions. As per the target set out in the New Growth Path, the Department together with the ICT sector, will facilitate the creation of over direct and indirect jobs by Jobs will be created across various subsectors of the industry through the provision of broadband infrastructure, establishment of content hubs for radio and TV, animation, e-cooperatives, uptake and usage of ICTs in FET colleges, tailor-made solutions for SMMEs, digital broadcasting, and distribution of Set-Top Boxes (STBs). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70, 112 and 145. The DoC has allocated R279 million for Sentech to prioritise the rollout of digital broadcasting signal coverage to the entire country. The SABC has been allocated R84m to improve its technological capabilities and educational. Another R41m has been allocated to Channel Africa whose future role and social obligations will be discussed as part of the Broadcasting Policy review process. The SABC further intends to launch a 24 hour news channel on the free to air space which will contribute to the diversity of views in society. The DoC is engaging the SABC on the future funding required to facilitate the introduction of new digital channels which will be broadcast to the population on a free to air platform. The number of TV channels will increase from 3 to 10. An initial R690m over the MTEF period is allocated for the subsidisation of STBs to the poor TV-owning households. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. ICASA will pursue further liberalisation of the Pay TV market by issuing new television licences. Commercial radio services will also be licensed in the Free State, Eastern Cape and the Northern Cape following the licensing of similar services in Limpopo, Mpumalanga and the North West in ICASA will soon announce the successful bidders for the commercial radio licences in Gauteng, Cape Town and Durban. The MICT SETA will contribute to the DoC s targets through the provision of skills development support as identified by industry and the DoC. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item The South African e-skills Council The South African e-skills Council is a partnership between government, the private sector, educators and other established government institutions that provide strategic advice on ICT-related skills issues. The e-skills Council Page 78 MICT Sector Skills Plan, , Version 1.3, November 2012

83 is to provide advice on programmes and services that can have a measurable impact on ICT related skills development in the South Africa. Additionally, the e-skills Council will ensure that there is a coordinated plan to enhance government s vision of addressing skills shortage that is a major constrain to the country s economic growth. To achieve the above outlined purpose, e-skills Council has to: Give effect to the vision as set out by President Mbeki. Inform the strategic direction of plans that address the skills shortage drawing on international best practices. Set targets for the ICT Institute in terms of the production of skills for job opportunities and industry needs. Provide direction on policy and regulatory impediments to achieving progress on the acceleration of skills development in South Africa and make recommendations to the Inter- Ministerial Committee on ISAD. Advise the President on mechanisms to accelerate the building of a strong skills base in the ICT sector and the retention thereof. Explore and recommend means of ensuring that the existing public institutions in South Africa are strengthened to become the quality centre of excellence in respect of ICT skills. The e-skills Council will be supported by the e-skills Working Group. The Working Group is comprised of representatives from South African stakeholders, namely government, ICT sector, academia, researchers and civil society. The MICT SETA is a member of this working group. The e-skills Council through its e-skill Institute is mandated to 43 : Employment readiness: aimed at improvement of the employment figures for graduates from tertiary institutions and shortened time from employment to productivity. This refers to two aspects of employment readiness: ability to get the job or to start small business, and skills to do the work. Effective e-governance and service delivery: aimed at effective use of ICT for service delivery that is developmental, agile, competent, and citizen-centric. This will result in government having better communication with the people of South Africa thus focusing service delivery on real needs. Business development: aimed at providing skills needed within corporates, small, medium businesses and micro-enterprises (SMMEs) to exploit opportunities provided by ICT, notably the Internet and emerging cell phone technologies, to ensure more efficient and effective performance, to explore possibilities for new ways of conducting business and organisational processes, and to establish new businesses. Socio-economic development: aimed at an increased national productivity and competitiveness (more competitive workforce), which inter alia should increase return on ICT investments. The further aim is to increase the uptake of online (e-government) services as well as to support the creation of relevant (local) content by more educated and cohesive citizens. Research and development: aimed at informing policy and curriculum development, defining applications and evaluating progress. The research should be collaboratively useful across government departments and the stakeholders array and presented in a user friendly, accessible way. The National e-skills Plan of Action As a consequence of establishing the National Skills Council due to lack of coordinated and integrated strategy approach in addressing ICT skills shortages in the country, the National e-skills Plan of Action was developed for the ICT Sector in July 2010 and after an intense consultation process with Government, business and organised labour accepted as a programme of action. The MICT SETA also took part in the deliberation. The national importance of the National e-skills Institute is captured in the Minister of Communications, Mr Padayachie`s, budget speech delivered in May 2011: ICT skills and the capacity to use new technologies remain a pre-requisite for effective participation of citizens in the Information Society and knowledge-based economy. This will create opportunities for employment and wealth creation by using new electronic communications services. Notwithstanding the on-going efforts of various stakeholders, we remain challenged by an alarming skills deficit across society. To address the e-skills deficit, the department is currently incubating the e-skills Institute which will act as a clearing house for e-skills initiatives in the country, in partnership with other stakeholders, including universities. Our medium term plan is to establish a standalone e-skills Institute (e-si). 43 National e-skills Plan of Action, 2010 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 79

84 We have established five (5) Provincial e-skills Knowledge Production Hubs at partnering universities which will better coordinate and invigorate all e-skill related activities. We have also established a National e-skills Research Network (ReSNES) to ensure that the e-skills interventions are based on sound evaluative principles. We have also developed a National e-skills Plan, adopted at the first e-skills Summit held in July The e-si shall, through the roll-out of its programmes, deliver e-skilled practitioners, users and information society knowledge workers. The five (5) Provincial e-skills Knowledge Productions Hubs as alluded above by the Minister of Communication s budgets speech that have already established by DoC in partnership with the universities. These are in Gauteng, in partnership with the University of Pretoria, in Eastern Cape, in partnership with Walter Sisulu University, in KwaZulu-Natal, in partnership with Durban University of Technology, in the Western Cape, in partnership with the University of Western Cape, and in the Northern Cape, in partnership with Vaal University of Technology. The programmes that the e-skills Institute intends rolling-out in the five provinces in partnership with the abovementioned universities includes the following e-skills Sets 44 : e-literacy Skills; aimed at employment readiness, particularly targeting unemployed and unskilled youth and rural society (including starting own small business). e-participation and e-democracy Skills: focusing on enhancing citizen interactive engagement with communities, local, provincial and national governance processes to increase participation, self-reliance and e-government Skills: focus on increasing efficiency and productivity interactive bimodal approaches to service delivery of governments and its agencies across all ICT platforms including new cell phone technology, community radio and the like. e-business Skills: aimed at increasing organisational efficiency productivity. e-user Skills: focus on efficiency equity of public and private sector knowledge workers. e-practitioner Skills: aimed at enhancing efficiency of public and private sector to manage, support and service ICT. e-community Skills: aimed at increasing self-reliance, participation and community support in a socioeconomic setting to build social cohesion in ways that can better build local solutions to societal matters such as crime, health, education and the like. However, there are no set time-frames and targets. There is still an enormous work that lies ahead. For example, the relevant curricula must still be developed and accredited, required funding must still be secured, and the Provincial Hubs still need to be capacitated to perform the required training, etc. The National e-skills Plan of Action covers a wide range of e-skilling; the document comes up with five (5) areas of actions highlighted below: Completing the NeSPA in ways that build on the collaborative multi-stakeholder processes used thus far. Developing a research network that is locally, nationally, continentally and internationally relevant to policy development, service delivery, HRD and socio-economic needs within the context of a development state. Establishing a pilot of 9 (one per province) e-skills Knowledge Centre Network hubs in association with HET Institutions. These pilots need to provide a space for a multi-stakeholder (Government, Business, Education and Civil Society/Labour) based approach to HRD for Knowledge Societies that can develop equitable prosperity and global competiveness in the emerging dynamics of a developmental state in South Africa. Developing a transfer pricing mechanism that provides useful access to the benefits of ICTs across the socio-economic divide cf. electricity and water charging policies. Developing a sectoral approach to e-skilling that not only enhances capacity within the existing labour market but also builds opportunity for efficacy within existing systems and develops new paradigms suited to the needs of a modern world. The experiences of South Korea and the Basque region of Spain provide examples of immediately implementable processes. The Department of Communications budget reaffirms the role that e-skills can play in the economic growth and job creation. The Minister of Finance allocated the following baseline capital for ICT programmes over the next three years from 2011 to National Skills Institute, National e-skills Plan of Action (NeSPA), 2010 Page 80 MICT Sector Skills Plan, , Version 1.3, November 2012

85 Table 7: Budget from 2011 to 2014 Programmes Allocated Amount Governance and Administration R million ICT International Affairs and Trade R million ICT Policy development R million ICT Enterprise Development R million ICT Infrastructure Development R million Presidential National Commission R million Source: Department of Communication Medium Term Strategy, The information presented in Table 7 above shows that the South African government is committed to up-skilling the nation in order to become globally competitive; and that ICT has a leading important role to play in this regard. But more importantly, it is the bridging of the digital divide (the gap between the first and second economy) as alluded by President Mbeki in his state of the nation address in The challenge that the ICT sector is facing is the shortage of high-level technical skills to support the new information and knowledge-driven society. The majority of the current workforce will have to be re-skilled and upskilled to meet the demands of these sectors ICT Charter Introduction The ICT Charter 45 was finally gazetted on the 6 June 2012, No after much deliberation between government (Department of Communications and the Department of Trade and Industry) and ICT industry sectors. According to dti the ICT Charter is an industry-driven document put together by various ICT associations like the Black IT Forum (BITF), the SA Communications Forum (SACF), the Computer Society of South Africa (CSSA), the Electronic Industries Federation (EIF), Information Industry South Africa (IISA), Information Technology Association (ITA) and the South African Chamber of Business (SACOB). The DoC acknowledges the fact that the ICT sector differs widely in terms of its stakeholders and its interest ; hence it has consulted as many players as possible and given opportunity for comments into the Charter. The ICT Charter covers a wide range of areas for transformation. These areas include skills development, employment equity, procurement, ownership, enterprise development, and socio-economic development initiatives. The Charter specifies mechanisms and targets for human resources development. The SETAs interest is on implication it has on the skills development imperatives within the MICT Sector. The gazetted ICT Charter of 6 June, 2012, No will supersede the dti government gazette of 9 February 2007, No 29617, and will be the primary reference for transformation in the sector. The ICT Charter shall be effective and legally binding until 31 st April 2026, with a mid - term five-year review on the 31 st April 2017, making it the longest Charters in South African history compared to Charters of the economy (Tourism, Construction, Property, Mining, AgriBEE, Petroleum & Liquid Fuels & Financial sectors). However, the dti notes that the Charter will be subject to annual reviews to assess transformation in the sector. It contains seven elements; three of these elements have a direct impact on the skills development which is the mandate of the MICT SETA; and are highlighted below: Management Control Scorecard Skills Development Scorecard Employment Equity Scorecard Legislative Background Since 1994 a number of Acts pertaining to social transformation, the eradication of the effects of previous discriminatory legislation and practices, Black economic empowerment and employment equity have been promulgated. These include, for example, the Skills Development Act of 1998 (as amended in 2008), the Skills Development Levies Act of 1999, Employment Equity Act (Act No 55 of 1998), the Preferential Procurement Framework Act (Act No 5 of 2000) and the Broad-Based Black Economic Empowerment (BEE) Act (Act No 53 of 2003). The ICT Charter was developed to address issues such as employment equity, skills development and socioeconomic development, but also to develop a framework for working with multinational companies; the Charter serves as a Code of Good Practice for the ICT Sector in South Africa. It is a well-known fact that a vast majority of the Black Africans were denied access and control to the South African economy. The ICT Charter aims to address these socio-economic challenges as pointed out in the ICT sector resolution and commitments below: 45 Source: ICT Charter, June 2012:5 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 81

86 To support the objectives of the BBBEE Act and to promote its effective implementation in the ICT Sector; To bridge the digital divide by actively promoting access to ICTs; stimulate and support growth in the ICT Sector; To advance economic and social transformation in the ICT Sector; To contribute towards the reduction of unemployment and poverty alleviation; To support skills development and training initiatives; To foster equity and address the legitimate economic aspiration of all South Africans; and To provide an enabling environment conducive to transparency, fairness, and consistency when adjudicating on matters related to BEE in the ICT Sector. Implications Increased involvement of Previously Disadvantaged Individuals (PDIs) in the ICT Sector. Opportunities for stake holding by PDIs in established businesses. Improved access to ICT and thus stimulation of economic growth MICT SETA Assessment The following is a comparison between the dti government gazette of 7 February, 2007 the companies have been applying to-date and the recently gazetted ICT Charter of June The Weighting points have increased in Skills Development from 15 points in the government gazette, 9 February, 2007 to 17 points in the gazetted ICT Charter of 6 June, The Weighting points have decrease in Employment Equity from 18 points in the government gazette, 9 February, 2007 to 13 points in the gazetted ICT Charter of 6 June 2012 The Learning Programme Matrix is attached as Annexure 400A on the 9 February 2007 government gazette, whereas it is not attached in the gazetted ICT Charter of June Annexure 400B calculating the Adjusted Recognition for Gender & Measurement of Skills Development Facilitator is attached on the 9 February, 2007; whereas in the gazetted ICT Charter of June 2012 both are not attached except the calculation for Adjusted Recognition for Gender which appears in Clause 4: 58-60, point 4.3 which may be confusing Comments In general, the gazetted ICT Charter has split the ICT industry into two with some calling it to be scrapped. According to Mawson (2012), the Charter cause an administrative nightmare as it comes into immediate effect, which will invalidate current empowerment certificates and will require unlisted firms to go to the drawing board and re-empower (Mawson, 2012, ITWeb, 12 June). Schofield (2012), president of Computer Society South Africa (CSSA), in support of Mawson, says the need for immediate implementation will cause a considerable amount of work for enterprises that complied under the generic codes. Morakile of Business Connexion responsible for empowerment says, instead of immediate enforcement, a transitional period should have been ideal, to allow companies a smooth transition from codes to the charter. However, Mfuleni Secretary of Black IT Forum (BITF) does not agree with above sentiments. He says those who against the charter are just trying to protect their profit margin and do not want painful targets as he puts it. Mfuleni calls for more radical approach that if the sector does not want to empower, it must be forced to do so in a similar way the ANCYL is calling for the nationalisation of mines to speed up transformation. What is clear though is that the industry split over the charter with two organisations representing 3000 ICT professional and 130 companies opposed to the charter and BITF which represents about professionals and students wanting the Charter to be implemented and speed up. Unsurprisingly, a Steering Committee formed several years ago which represents the sector, as Tlhoaele Deputy Chairperson of the Steering Committee notes that everybody knew that the ICT Charter was going to be gazetted and no-one objected. According to the President of the ITA, Choeu (2011), the ITA has made many recommendations to government concerning all aspects of the proposed industry codes. Many of these recommendations are positive for the sector. For example, in skills development, the ITA has proposed far-reaching changes, which will align the sector to international best practices and e-learning concepts. The following issues of concern have been raised by representatives of the MICT SETA sector regarding the revised Draft ICT Charter of 2011 and the government has not affected them in the 2012 gazetted ICT Charter: Ownership Scorecard: Clause 6 Point 6.5. It does not address job creation despite this being a significant national requirement. It creates favourable conditions for large companies and is anti-transformation. It creates legal uncertainty. For example, what happens to voting rights if the effective voting rights in the hands of Black people are saying 10% and the deemed voting rights are now 30%? Are these legal principles of effective ownership now ignored? Do those that have voting rights of say 10% now have an effective voting right of 30%? Could they legally exercise this voting right or are they effectively Page 82 MICT Sector Skills Plan, , Version 1.3, November 2012

87 disempowered in this respect as well? The 25.1% requirement rests on a legal principle that BBBEE shareholders have protection yet no protection seems to be offered here. It assumes that no matter what the investment, once the cap of R7.5 billion is exceeded then full points in this section are awarded. The motivation that not enough money exists to affect these larger empowerment deals is questionable since larger deals such as SASOL have already happened in South Africa. SASOL is reported to be double the size of the R7.5 Billion we cap here. Other large empowerment deals will be necessary for other large listed companies. Once this clause is accepted by the dti, all other large deals empowerment will seek similar favourable terms, setting back empowerment in South Africa. Skills Development Scorecard: Clause 2 Points No provision has been made in the scorecard for skills development expenditure within a company that complies with international requirements and standards which do not comply with SAQA requirements. Large vendors in the IT industry supply sector specific skills via specific international qualifications. No provision has been made for any e-learning programmes that would help develop employees skill base. No provision has been made for unemployed graduates. Recommendations International certification and qualifications should be recognized by the Charter and contribute towards the Scorecard. Most of these are delivered through e-learning. In the ICT Sector, e-learning programmes or certifications, being the dominant form of technical training, should be counted towards the Scorecard. Internships should be encouraged with the enhanced 1.25 multiple to encourage job creation. To ensure high level skills are being created, bursars with firm employment offers after graduation should also count towards the multiple. This will encourage the correct and desired behaviour. Include e-learning under sections B and F institutional based theoretical instruction and occupationally directed informal instructional programmes respectively in the delivery mode Conclusions: One thing is clear, the MICT Sector is transforming, but perhaps not at the speed the government wishes it should. The gazetting of the Charter clearly shows that there is an urgent need to change the racial profile of the MICT SETA, and the demand for Black African professionals is very high. There is evidence that there are very few black people, especially women in the high-level occupations and professionals to an extent that many of the large companies are finding it difficult to resolve the skills challenges as well as meeting employment equity targets. It should be noted that the MICT SETA has set equity criteria for training interventions that it sponsors, which are 85% Black, 15% White, 54% Female and 4% People with Disability. The industry split over the gazetted ICT Charter has not been resolved. Furthermore the business case by MICT SETA sector representatives mentioned above have not been dealt with by this policy directive announced in June 2012 by the Minister of Trade & Industry. Such policy outcome continues to plague the sector Other Legislation The following legislation also impacts on the MICT Sector: Telecommunications Amendment Bill, No. 65 of 2001 Interception and Monitoring Prohibition Act, No.127 of 1992 Interception and Monitoring Prohibition Amendment Act, No.77 of 1995 Employment Equity Act, No. 55 of 1998 Broad-Based Black Economic Empowerment Act, No. 53 of Convergence Bill (2005) ICASA Amendment Bill Public Service Broadcasting Bill Electronic Communications Amendment Bill New Seta Landscape Electronic Communications and Transaction Act The State Information Technology Agency (SITA) is tasked with ICT policy formulation and implementation. The responsibility for all government IT procurement has been given to the Information Technology Acquisition Centre (ITAC) since 01 of April This is an attempt by government to ensure that a certain percentage of the Rand value of all government IT contracts is awarded to BEE companies. The purpose of this strategy is to appoint MICT Sector Skills Plan, , Version 1.3, November 2012 Page 83

88 vendors that supply government ICT services and products, thereby addressing the growth of BEE in South Africa Summary and Strategic Considerations Reviewing and summarising the analysis of where the MICT SETA can contribute to government imperatives presented above, the MICT SETA, in its strategy for the next five years, plans to partner with the following stakeholders to perform the tactics presented below FET and HET and Rural Learning Institutions Promote internship and learnership learning programmes (including End-User Computing and New Venture Creation) to and partner with FETs and HETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 9, 21, 119, 137 and 138. Support rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the MICT Sector resulting in job creation). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8. Support to FET institutions through Train-the-Trainer and Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Encourage FETs to conduct the new venture creation programme. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119 and 138. Partner FETs with ISOEs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and 152. Inform FET and HET institutions and learners of skills demands via Career Opportunities Guide. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54 to 56. Forge partnerships with HETs, including partnering with Learnerships. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item Government Institutions Provide information to the provincial governments and skills development fora. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 72 and 133. Partner with DBE and DHET for train-the-trainer learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. Partner with DHET s Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 156. Contribute to the DHET s integrated education and training management information system where possible. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 73. Provide input to DHET on scarce and critical skills in the sector. Partner with government institutions and PSeta to sponsor End-User Computing and MICT learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 157. Assist QCTO with learnership/qualification development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and 109. Sponsor MICT Learnerships for MICT technical people in government, in partnership with PSeta. Co-operate with SOEs and strategic partners to develop skills for technicians in the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 158. Where appropriate, the MICT SETA will consider adopting the Centre of Excellence(s). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103. Contribute to the DoC s targets through the provision of skills development support as identified by industry and the DoC. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item The MICT Sector Stakeholders The issues presented in this section will formulate the MICT Sector Skills Plan. Encourage stakeholders to continue with skills development utilising the discretionary funds. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. Partner with employers and HETs to sponsor Masters and Doctorate learners through bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9, 10 and ICT in Government, Forge Ahead BMI-T and the Department of Communications, Vol. 1 Issue 1, October 2002 Page 84 MICT Sector Skills Plan, , Version 1.3, November 2012

89 Support SMEs through learning programmes and new venture creation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119 and 138. Train installers and maintainers. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 139. Address the top scarce skills in each subsector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. Identify and support MICT SETA stakeholders that are involved in developments against ICT related crime and sponsor ICT security learning programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 69 and 144. Learning Programmes in the Electronics Sector. Pivotal and non-pivotal. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 98. Identify and support skills development in Green industry stakeholder companies. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. CSIR will be supported where possible. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. Identify and support BPS stakeholders in skills development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. Identify and support Aerospace and STB stakeholders in skills development. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. Encourage larger numbers of graduates with tertiary MICT skills through partnering with industry and the awarding of conditional bursaries. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Identify export companies within the MICT Sector and assist with skills development in those companies to boost exports. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. Identify companies with R&D capability within the MICT Sector and assist with skills development in those companies to boost this capability. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 70 and 145. Obtain Telkom s rural telecommunications development plan and sponsor rural End User Computing/Call Centre Learnership through Telkom on the basis that the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 71, 146 and ISOEs, Incubators and Training Providers Look at the possibility of encouraging people to enter new ventures with a view on lower-energy technologies and green jobs, for example training of installers of solar powered equipment. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 68, 92 and 136. Work with incubators such as Bandwidth Barn, SmartXchange and JCSE. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 160. Sponsor 3- to 5-year new ventures and incubators/isoes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and 152. Encourage development of more ISOEs. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 103, 150, 151 and Other Institutions Provide support to the Electrotechnical Export Council. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 164. Engage with Productivity SA. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 165. Work with local community, NGOs, and municipalities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 166. Attempt to assist potential retrenchees in the traditional sectors with ABET and End User Computing training to improve their prospects of re-employment in other sectors, utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This will require cross-sectoral partnering with Agriseta and MQA. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 42, 43, 135 and 167. The MICT SETA will primarily focus on the following types of learning programmes: End-User Certificate, particularly in rural areas. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 129, 146 and 147. Call Centre learnership. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 129, 146 and 147. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 85

90 Learning Programmes influenced by the top scarce skills in each subsector, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the MICT Sector (Pivotal). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. Train-the-Trainer. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 8, 149 and 155. New venture creation. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 119 and 138. The MICT SETA will primarily sponsor the following types of Learning Programmes: Learnerships. Internships. Short Courses. Bursary sponsorship. Learning Programmes for the employed and unemployed as indicated by Scarce and Critical Skills inputs from company stakeholders. The content to be included in Learning Programmes will include AIDS awareness in Learnerships and Internships. In order to operate effectively and support the objectives of the DHET, the MICT SETA will: Maintain a strong SMS. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 75, 106, 168 and 191. Address the top scarce skills in each subsector as indicated by the MICT Sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 60 and 140. Produce and distribute the Career Opportunities Guide annually. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 54 to 56. Perform a monitoring and evaluation function to ensure credible planning, budgeting, costing, research and monitoring, as well as evaluation capabilities that will achieve the required outcomes and provide an early warning system to correct any deviations from structured plans. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 175. Communicate DHET legal and legislative goals to stakeholders. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 76 and180. Identify and monitor curriculum innovations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 107. Develop an integrated pipeline of delivery for relevant occupations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 108. Support the consolidation of relevant SETA-based Learnerships into single occupation-specific programmes, with provision for sectoral and other specialisation fields, for the selected occupations. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 109. Expand the number of occupations beyond those initially selected. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 82. Contribute bursary funding to universities and universities of technology. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 10 and 169. Analyse the Higher Education Management Information System (HEMIS) data in terms of its sector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 77. Monitor and evaluate the provision of training by training providers. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 110. Implement DHET new policies and programmes in support of ABET, and expand the current provisioning of formal adult education and training programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 189. Develop and maintain sound policies and systems for the implementation of adult education and training programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 170. Produce Quarterly and Annual Reports and Sector Skills Plans annually. Implement the NSDS III priorities. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 1 to 59. Monitor and evaluate its interventions and contribute findings to DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 110. Based on inputs from DHET, communicate information about the NSF. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 181. Support the QCTO. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and 109. Undertake research to establish the impact of the NSDS. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 25, 38, 49 and 78. Page 86 MICT Sector Skills Plan, , Version 1.3, November 2012

91 Collaborate on research activities with the HRDSA, the CHE, SAQA and other related bodies. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 79 and 104. Perform/commission research and contribute findings to DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 24 and 25. Contribute reports to the electronic library of NSDS reports as the request of DHET. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 81. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 87

92 5 Sectoral Skills Development (Scarce and Critical Skills) 5.1 Sector Specific Skills Development Needs Introduction This Section is based on the sector requirements for specific skills development needs, in particular addressing Scarce and Critical Skills. The following definitions of Scarce and Critical Skills apply: SCARCE SKILLS refer to those occupations in which there are a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment criteria. CRITICAL SKILLS, on the other hand, refer to specific key or generic and top up skills within an occupation. This chapter is split into two main areas, involving differentiation between Scarce Skills and Critical Skills, the former relating to opportunities for recruitment, and the later relating to further upskilling of personnel in current existing occupations. The data presented in this chapter represents a summary of data gathered from WSPs submitted to the MICT SETA during April to June Unless otherwise stated, all data in this chapter represents number of interventions. In this chapter, four time frames are presented, these being: Immediate these are immediate vacancies as at end March 2012 Anticipated need for the period 1 st April 2012 to 31 st March 2013 Anticipated need for the period 1 st April 2013 to 31 st March 2014 Anticipated need for the period 1 st April 2014 to 31 st March MICT SETA Involvement in Types of Training Programmes The following table defines the types of training programmes in which the MICT SETA can become involved. Page 88 MICT Sector Skills Plan, , Version 1.3, November 2012

93 DHET Type of Learning Programme DHET Abbreviation NQF Level Post-Doctoral Research Degree Ed 10 Doctorate Ed 9 Masters Degree (No Workplace Experience) Ed 8 Professional Qualification (No Workplace Ed 7 Experience) National First Degree (4 years) (No Workplace Ed 7 Experience) Honours Degree (No Workplace Experience) Ed 7 National First Degree (3 years) (No Workplace Ed 6 Experience) Higher Diploma (No Workplace Experience) Ed 6 National Diploma (No Workplace Experience) Ed 5 National Certificate (No Workplace Experience) Ed 5 ABET (No Workplace Experience) Ed 1-4 Higher Diploma (With Workplace Experience) TQ, TP 6 National Diploma (With Workplace Experience) TQ, TP 5 National Certificate (With Workplace Experience) TQ, TP 5 ABET (With Workplace Experience) TQ, TP 1-4 Internship I 5+ Articles A Licensing requirements L dti Type of Learning Programme A. Institution-based theoretical instruction alone formally assessed by the institution B. Institution-based theoretical instruction as well as some practical learning with an employer or in a simulated work environment formally assessed through the institution C. Recognised or registered structured experiential learning in the workplace that is required after the achievement of a qualification formally assessed by a statutory occupational or professional body Learnerships Ls 1-8 D. Occupationally-directed instructional and work-based Apprenticeships (Section 13) Ap learning programme that requires a formal contract formally assessed by an accredited body Table 39: Types of Training Programmes Description Learning Site Learning Achievement Classroom based theoretical knowledge provided by an institutional provider, such as universities and colleges, schools, ABET providers Mixed mode delivery. General theoretical knowledge provided by an institutional provider, such as universities and colleges, schools, ABET providers, and supervised experiential learning with an appropriate employer or simulated work environment Structured learning in the workplace with mentoring or coaching. A workplace or practical component is required. A workplace or practical component is required in addition to a general theoretical knowledge based qualification (institutional provider) in order to obtain registration as a professional or licensed to practise Classroom based Mainly classroom based but includes simulation and may include workplace learning A compulsory workplace component A compulsory or statutory workplace component of a qualification Institutional instruction together with structured, supervised experiential learning in the workplace. An Mainly workplace based but occupationally directed programme resulting in a includes classroom learning registered qualification and that requires an agreement and/or contract Recognised theoretical knowledge resulting in the achievement of the qualification issued by an accredited or registered formal institution of learning Recognised theoretical knowledge and workplace experience with set requirements resulting in the achievement of the qualification issued by an accredited or registered formal institution of learning Occupational or professional knowledge and experience formally recognised by the Seta Occupational or professional knowledge and experience formally recognised through registration Occupational or professional knowledge and experience formally recognised through licensing Theoretical knowledge and workplace learning, resulting in the achievement of a SAQA registered qualification, a certificate or other similar occupational or professional qualification issued by an accredited or registered formal institution of learning MICT Sector Skills Plan, , Version 1.3, November 2012 Page 89

94 DHET Type of Learning Programme DHET Abbreviation Skills Programmes SP Short Courses SC Workshop CPD Seminar CPD Conference CPD Work experience for unemployed graduates WE (in scarce skills) NQF Level dti Type of Learning Programme E. Occupationally-directed instructional and work-based learning programme that does not require a formal contract formally assessed by an accredited body F. Occupationally-directed instructional programmes G. Work-based informal programmes Description Learning Site Learning Achievement Structured, supervised experiential learning in the workplace which may include some institutional instruction. An occupationally directed programme, which is presented by an accredited provider and when completed will constitute a credit towards an NQF registered qualification. Workplace and some institutional as well as ABET providers. Any learning or development programme that may or may not lead to credits towards an NQF registered qualification Structured information sharing or direct instruction Informal training. Work experience provided by a workplace for unemployed graduates (in scarce skills) Workplace and classroom Classroom or simulated or classroom and simulated. No workplace component. Formal venue with programme or agenda. No workplace component. Workplace only Credits awarded for registered unit standards Continuing professional development, completion or attendance certificates and credits against registered unit standards (in some instances) Increased understanding of job and work context or improved performance or skills Page 90 MICT Sector Skills Plan, , Version 1.3, November 2012

95 In order to better distinguish between Skills Programmes and Short Courses, it should be noted that the MICT SETA views Short Courses as training programmes that may lead to credits but have no workplace component, whereas Skills Programmes do lead to credits and have a workplace component Demand for Scarce Skills Introduction Scarce skills represent a demand for personnel currently unavailable for occupations in companies. Scarce skills therefore represent opportunities for unemployed people. The raw data is provided to the MICT SETA via the WSP submissions received from MICT stakeholders. Scarce Skills are presented as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 17, 60 and Demand for Scarce Skills, by Learning Programmes The following table summarises the demand for scarce skills, segmented by type of learning programme, for the period 1 st April 2012 to 31 st March The Type of Learning Programme is the sector s perception of what type of learning programme the potential employee candidate will have had to have done in order be sufficiently skilled for the anticipated new position in the sector. Table 40: Summary of Demand for Scarce Skills (Potential Vacancies), by Type of Learning Programme, for the Period 1 st April 2012 to 31 st March 2015 Type of Training Programme Advertising Electronic Media and Film Information Electronics Technology Telecommunications Grand Total ABET (With Workplace Experience) Doctorate Higher Diploma (No Workplace Experience) Higher Diploma (With Workplace Experience) Honours Degree (No Workplace Experience) Internship Learnership Masters Degree (No Workplace Experience) National Certificate (With Workplace Experience) National Diploma (No Workplace Experience) National Diploma (With Workplace Experience) National First Degree (3 years) (No Workplace Experience) National First Degree (4 years) (No Workplace Experience) Other Professional Qualification (No Workplace Experience) Short Course Skills Programme Grand Total Source: The MICT SETA OGS From the table above, it can be seen that: By March 2015, there is demand for some potential vacancies in the sector. Demand for learners undertaking Learnerships over the next three years is only 1.5% of all types of Training Interventions. It is expected therefore that very few, if any, requests for co-funding sponsorship from the MICT SETA can be expected for Learnerships over the next three years. The Advertising subsector sees the route of skills programmes over and above the alternative options as the means to acquiring personnel with the required skills. The Electronic Media and Film subsector prefers the route of Internships to develop skills. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. The National Diploma is of major importance to the Electronics subsector, which is the only subsector where there is demand for Doctorates, and is the only subsector showing a major demand for Masters degrees. The Information Technology subsector shows a high preference for Internships and Short Courses, with Skills Programmes, National and Higher Diplomas, and First Degrees also playing a large role. Over 60% of the demand for Scarce Skills comes from the Information Technology subsector. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. The Telecommunications Subsector sees that the personnel they will require will need to have or undergo Skills Programmes, Higher Diplomas or Short Courses. About half of the training programmes stated in the table above would be amenable to bursaries. The following table summarises those training programmes that could be conducted through bursaries. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 91

96 Table 41: Potential Demand for Bursaries for Scarce Skills (Potential Vacancies), by Type of Learning Programme, for the Period 1 st April 2012 to 31 st March 2015 Electronic Media and Information Telecommunications Grand Type of Training Programme Advertising Film Electronics Technology Total Doctorate Higher Diploma (No Workplace Experience) Higher Diploma (With Workplace Experience) Honours Degree (No Workplace Experience) Masters Degree (No Workplace Experience) National Certificate (With Workplace Experience) National Diploma (No Workplace Experience) National Diploma (With Workplace Experience) National First Degree (3 years) (No Workplace Experience) National First Degree (4 years) (No Workplace Experience) Grand Total Source: The MICT SETA OGS Demand for Scarce Skills, by Subsector and Occupation The MICT SETA is required to focus primarily on the development of scarce and critical skills in the sector, as identified from the WSP submissions of MICT stakeholders. In the WSP submissions from stakeholder organisations, the MICT SETA requests SDFs to provide data on the training interventions that they intend conducting for 2012/13 (1 st April 2012 to 31 st March 2013). In the tables in the sections below, the column entitled Total Subsector Scarce Skills Training Interventions for 2012/13 reflect this aggregated data for the one single year. The data in this column does not necessarily represent Scarce Skills, but instead represents all training the organisations intend doing in 2012/13, be they Scarce Skills or not. The data presented in this column is based on Learnership and Bursary training interventions. The MICT SETA also requests SDFs to provide data on the vacancies they had difficulty filling and forecast that they will have difficulty fulfilling according to the four following time frames: Immediate these are immediate vacancies as at end March 2012 Anticipated need for the period 1 st April 2012 to 31 st March 2013 Anticipated need for the period 1 st April 2013 to 31 st March 2014 Anticipated need for the period 1 st April 2014 to 31 st March 2015 In the tables in the sections below, the column entitled Total Scarce Skills, reflect this aggregated data across this three year period, and represent the Scarce Skills that the SETA must focus upon. The reason why these two sets of data are presented together is because concern has been expressed that the number of Scarce Skills recorded by SDFs is too low. The tables therefore provide an indication of whether organisations are addressing, during 2012/13, any of the Scarce Skills forecast for 2012/15. It has been suggested that one of the reasons why the forecast Scarce Skill numbers are low is because organisations are nervous to commit to higher numbers in an economic climate that is not providing adequate growth. Middle level skills, as required in the MICT SETA Strategy, presented in Chapter 6, Item 7, 11 to 15 and 67, for the top twelve Scarce Skills, are shaded in blue in these tables Advertising The following table presents the level of demand for the scarce skills (potential vacancies occupations) in the Advertising subsector, in order of decreasing demand, with the top 12 shaded in green. With regard to the top three occupations, the Advertising subsector is clearly addressing this need in 2012/13. In particular, it appears that the subsector will require an additional 50% of Multimedia Designers over the next three years. As part of its strategy, the MICT SETA will be sponsoring 40 bursaries per year for the next five years, addressing top high level Scarce Skills. Table 42: Demand for Scarce Skills (Potential Vacancies), for the Advertising Subsector Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment, % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Multimedia Designer % 54% Advertising Specialist % 3% Graphic Designer % 4% Page 92 MICT Sector Skills Plan, , Version 1.3, November 2012

97 Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment, % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Copywriter % 5% Web Designer % 9% Classified Advertising Clerk % 160% Illustrator % 53% Production Coordinator % 4% Multimedia Specialist % 5% Pre-press Technical Worker % 17% Proof Reader % 12% Electronic Originator % 12% Sales Representative (Business Services) % 0% Web Technician % 4% Newspaper or Periodical Editor Computer Network and Systems Engineer % 18% ICT Systems Analyst % 13% Arts / Culture Manager % 3% The following table shows which occupations that represent vacancies within organisations during 2012/13, but are not deemed by these organisations to be Scarce Skills. Only technical and technical management occupations are presented in this table. Table 43: Non-Scarce Skill (Potential Vacancies) Training Interventions, 2012/13, for the Advertising Subsector Total Subsector Employment as at 31 March 2012 Total Subsector non-scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Sales Representative (Medical & Pharmaceutical Products) Radio or Television Programme Organiser % 0% Information Technology Manager % 0% Data Management Manager % 0% ICT Communications Assistant % 0% Computer Network Technician % 0% Sales Manager % 0% Programme or Project Manager % 0% Application Development Manager % 0% Sales and Marketing Manager % 0% Attorney % 0% Photographer % 0% Outbound Contact Centre Consultant % 0% Television Journalist % 0% Financial Accountant % 0% Chief Information Officer % 0% University Lecturer % 0% Market Research Analyst % 0% Web Developer % 0% ICT Account Manager % 0% MICT Sector Skills Plan, , Version 1.3, November 2012 Page 93

98 Electronic Media and Film The following table presents the level of demand for the top ten scarce skills (potential vacancies occupations) in the Electronic Media and Film subsector. Strong demand is recorded for Authors in this subsector, with expectations that three times as many as there currently existed being need over the next three years. There is also high demand for Photographers, the currently number tripling over the next three years. Despite this, of the top twelve Scarce Skills however, organisations will be seriously addressing only three of these occupations in 2012/13, namely Sound Technicians, Financial Accountants and Broadcast Transmitter Operators. As part of its strategy, the MICT SETA will be sponsoring 40 bursaries per year for the next five years, addressing top high level Scarce Skills. Table 44: Demand for Scarce Skills (Potential Vacancies), for the Electronic Media and Film Subsector Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Author % 310% Radio Journalist % 9% Director (Film, Television, Radio or Stage) % 13% Photographer % 163% Continuity Person % 59% Sound Technician % 3% Radio Station Operator % 75% Financial Accountant % 8% Camera Operator (Film, Television or Video) % 2% Broadcast Transmitter Operator % 2% Film and Video Editor % 2% Finance Manager % 3% Computer Network Technician % 5% Multimedia Specialist % 12% Media Producer % 1% Film Technician % 8% Research and Development Manager % 9% Advertising Specialist % 6% Television Equipment Operator % 1% Sales and Marketing Manager % 1% Programme or Project Manager % 1% Film and Television Production Manager % 0% Software Developer % 17% Photographic Developer and Printer % 17% Technical (ICT) Support Services Manager % 6% Electronics Engineer % 3% The following table shows which occupations that represent vacancies within organisations during 2012/13, but are not deemed by these organisations to be Scarce Skills. Only technical and technical management occupations are presented in this table. Table 45: Non-Scarce Skill (Potential Vacancies) Training Interventions, 2012/13, for the Electronic Media and Film Subsector Total Subsector Employment as at 31 March 2012 Total Subsector non-scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Call or Contact Centre Agent % 0% Production Assistant (Film, Television or Radio) % 0% Engineering Production Systems Worker % 0% Actuary Radio or Television Programme Organiser % 0% Local or Provincial Government Legislator % 0% Telecommunications Engineer % 0% Graphic Designer % 0% Page 94 MICT Sector Skills Plan, , Version 1.3, November 2012

99 Total Subsector Employment as at 31 March 2012 Total Subsector non-scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Systems Administrator % 0% ICT Systems Analyst % 0% Quality Systems Manager % 0% Technical Writer % 0% Telecommunications Technician % 0% Mechanical Engineering Technician % 0% Associate Legal Professional % 0% Sales Representative (Business Services) % 0% Electronics The following table presents the level of demand for the top twelve scarce skills (potential vacancies occupations) in the Electronics subsector. Of the top 12 Scarce Skills, the Electronics subsector is looking at addressing at least seven of them during 2012/13. Despite relatively high numbers of Applications Programmers, Sales and Marketing Managers, ICT Communications Assistants and Energy Engineers being required over the next three years, very little is being done by organisations to address this need during 2012/13. As part of its strategy, the MICT SETA will be sponsoring 40 bursaries per year for the next five years, addressing top high level Scarce Skills. Table 46: Demand for Scarce Skills (Potential Vacancies), for the Electronics Subsector Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Electrical Engineering Technician % 33% Computer Network and Systems Engineer % 7% Software Developer % 8% Mechanical Engineer % 27% Telecommunications Technical Officer or Technologist % 8% Electrical Engineer % 15% Civil Engineer % 97% Applications Programmer % 49% Sales and Marketing Manager % 12% Electronics Engineer % 3% ICT Communications Assistant % 24% Energy Engineer Chemist % 32% Electrical and Electronic Equipment Assembler % 10% Computer Network Technician % 4% ICT Security Specialist % 82% Biotechnologist % 433% Sales Manager % 4% Industrial Engineer % 26% Food and Beverage Scientist Materials Engineer % 1000% Technical (ICT) Support Services Manager % 6% Application Development Manager % 47% Metallurgist % 50% Water Quality Analyst % 60% Civil Engineering Technologist % 200% ICT Business Development Manager % 6% Engineering Manager % 3% Electrician % 11% Architect % 20% Biochemist % 7% Quality Systems Manager % 5% MICT Sector Skills Plan, , Version 1.3, November 2012 Page 95

100 Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description ICT Account Manager % 1% Programme or Project Manager % 1% Developer Programmer % 3% Air-conditioning and Refrigeration Mechanic % 40% Electronics Engineering Technologist % 11% Environmental Scientist % 4% Electronic Engineering Technician % 0% ICT Systems Analyst % 1% Mining Engineer % 75% Research and Development Manager % 1% Telecommunications Network Engineer % 3% Conservation Scientist % 10% Mechanical Engineering Technologist % 6% Sales Representative / Salesman (Industrial Products) % 1% Production / Operations Manager (Manufacturing) % 1% The following table shows which occupations that represent vacancies within organisations during 2012/13, but are not deemed by these organisations to be Scarce Skills. Only technical and technical management occupations are presented in this table. Table 47: Non-Scarce Skill (Potential Vacancies) Training Interventions, 2012/13, for the Electronics Subsector Total Subsector Employment as at 31 March 2012 Total Subsector non- Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Computer Engineering Mechanic % 0% Call or Contact Centre Agent % 0% Business Machine Mechanic % 0% Aeronautical Engineer % 0% Chemical Engineer % 0% Fossil Power Plant Process Controller % 0% Urban and Regional Planner % 0% Mathematician % 0% Geologist % 0% Web Developer % 0% Energy Efficiency Technician % 0% Industrial Engineering Technician % 0% Outbound Contact Centre Consultant % 0% Electronics and Telecommunications Trades Assistant % 0% Botanist % 0% Aircraft Maintenance Mechanic % 0% Telecommunications Cable Jointer % 0% Systems Administrator % 0% Sales Representative (Business Services) % 0% Medical Scientist % 0% Electrical Engineering Technologist % 0% Data Management Manager % 0% Agricultural Scientist % 0% Biologist (General) % 0% Market Research Analyst % 0% Meteorologist % 0% Mining Technician % 0% Geophysicist % 0% Page 96 MICT Sector Skills Plan, , Version 1.3, November 2012

101 Total Subsector Employment as at 31 March 2012 Total Subsector non- Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Network Analyst % 0% Information Technology Manager % 0% ICT Project Manager % 0% Instrument Mechanician % 0% Computer Operator % 0% Mechanical Engineering Technician % 0% Engineering Production Systems Worker % 0% Information Technology The following table presents the level of demand for the top ten scarce skills (potential vacancies occupations) in the Information Technology subsector. Regarding the top 12 Scarce Skills in the IT subsector, large numbers of vacancies are expected in the top 8 over the next three years, but in comparison to the numbers currently employed in those occupations, around 3% growth per year can be expected in many of these occupations. The Electronics subsector is already looking at addressing at least seven of the top 12 Scarce Skills during 2012/13. Although quite far down the list, the need for Mechanical Engineering Technologists is expected to at least double over the next three years. As part of its strategy, the MICT SETA will be sponsoring 40 bursaries per year for the next five years, addressing top high level Scarce Skills. Table 48: Demand for Scarce Skills (Potential Vacancies), for the Information Technology Subsector Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Software Developer % 15% Developer Programmer % 12% Computer Network and Systems Engineer % 5% ICT Systems Analyst % 9% Computer Network Technician % 4% Call or Contact Centre Agent % 11% ICT Communications Assistant % 10% Quality Assurance Analyst (Computers) % 11% Database Designer and Administrator % 10% Programmer Analyst % 6% Management Consultant % 5% ICT Project Manager % 3% ICT Account Manager % 3% ICT Sales Representative % 2% Web Developer % 16% ICT Business Development Manager % 6% Sales Manager % 4% ICT Security Specialist % 10% Applications Programmer % 4% Systems Administrator % 2% Electrical Engineering Technician % 5% Mechanical Engineering Technologist % 114% Technical (ICT) Support Services Manager % 1% Programme or Project Manager % 2% University Lecturer % 33% Electrical Engineer % 22% Computer Operator % 2% Network Analyst % 6% Engineering Manager % 15% Sales and Marketing Manager % 1% MICT Sector Skills Plan, , Version 1.3, November 2012 Page 97

102 Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Telecommunications Technical Officer or Technologist % 2% Sales Representative / Salesman (Industrial Products) % 2% Mechanical Engineer % 5% Industrial Engineer % 7% Web Technician % 2% Electronics Engineer % 2% Application Development Manager % 2% Technical Writer % 3% Electrician % 3% Electronic Engineering Technician % 0% Sales Representative (Educational Products and Services) % 9% Graphic Designer % 1% Biotechnologist % 100% The following table shows which occupations that represent vacancies within organisations during 2012/13, but are not deemed by these organisations to be Scarce Skills. Only technical and technical management occupations are presented in this table. Although not declared as a Scarce Skill, it appears as though the number of Electronics and Telecommunications Trades Assistants will more than double during 2012/13. Table 49: Non-Scarce Skill (Potential Vacancies) Training Interventions, 2012/13, for the Information Technology Subsector Total Subsector Employment as at 31 March 2012 Total Subsector non- Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Computer Engineering Mechanic % 0% Electronics and Telecommunications Trades Assistant % 0% Administrative Lawyer % 0% Mechanical Engineering Technician % 0% ICT Trainer % 0% Information Technology Manager % 0% Chemical Engineering Technician % 0% Instrument Mechanician % 0% Author Manufacturer % 0% Cartographer % 0% Multimedia Designer % 0% Sales Representative (Business Services) % 0% Geographic Information Systems Technicians % 0% Aeronautical Engineer Physical Science Technician % 0% Aircraft Maintenance Mechanic % 0% Electronic Equipment Mechanician % 0% Aircraft Structures Worker % 0% Attorney % 0% General Manager Public Service % 0% Avionics Mechanician % 0% Telecommunications Line Mechanic % 0% Franchise Manager % 0% Manufacturing Technician % 0% Information Services Manager % 0% Quality Systems Manager % 0% Telecommunications Technician % 0% Page 98 MICT Sector Skills Plan, , Version 1.3, November 2012

103 Telecommunications The following table presents the level of demand for the top ten scarce skills (potential vacancies occupations) in the Telecommunications subsector. This subsector is showing a very strong need for ICT Business Development Managers over the next three years, with very little being done about this by organisations during 2012/13. The need for ICT Security Specialists is expected to almost double over the next three years, but it appears that organisations are already addressing this during 2012/13. Financial Markets Practitioners are forecast to be in large demand over the next three years, with nothing being done to address this during 2012/13. As part of its strategy, the MICT SETA will be sponsoring 40 bursaries per year for the next five years, addressing top high level Scarce Skills. Table 50: Demand for Scarce Skills (Potential Vacancies), for the Telecommunications Subsector Total Subsector Employment as at 31 March 2012 Total Subsector Scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description ICT Business Development Manager % 18% ICT Sales Assistant % 6% Computer Network and Systems Engineer % 9% ICT Project Manager % 7% ICT Trainer % 30% ICT Security Specialist % 85% Financial Markets Practitioner % 640% Developer Programmer % 13% Telecommunications Technical Officer or Technologist % 0% Training and Development Professional % 5% Call or Contact Centre Agent % 2% Telecommunications Technician % 2% Geographic Information Systems Technicians % 32% Telecommunications Network Engineer % 1% Web Developer % 23% Computer Engineering Mechanic % 14% Sales and Marketing Manager % 2% Telecommunications Engineer % 1% Sales Representative (Educational Products and Services) % 28% Applications Programmer % 14% Software Developer % 1% Management Consultant % 0% Finance Manager % 0% Computer Network Technician % 0% ICT Account Manager % 1% The following table shows which occupations that represent vacancies within organisations during 2012/13, but are not deemed by these organisations to be Scarce Skills. Only technical and technical management occupations are presented in this table. Table 51: Non-Scarce Skill (Potential Vacancies) Training Interventions, 2012/13, for the Telecommunications Subsector Total Subsector Employment as at 31 March 2012 Total Subsector non-scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Outbound Contact Centre Consultant % 0% Senior Government Manager % 0% Sales Manager % 0% Technical (ICT) Support Services Manager % 0% ICT Communications Assistant % 0% Programme or Project Manager % 0% ICT Systems Analyst % 0% MICT Sector Skills Plan, , Version 1.3, November 2012 Page 99

104 Total Subsector Employment as at 31 March 2012 Total Subsector non-scarce Skills Training Interventions for 2012/13 Total Scarce Skills, % Scarce Skills Training Interventions to Total Subsector Employment % Scarce Skills to Total Subsector Employment OFO Code Occupation Description Financial Accountant % 0% Engineering Manager % 0% Market Research Analyst % 0% Database Designer and Administrator % 0% Senior Government Official % 0% Production Coordinator % 0% Electrical Engineering Technician % 0% Systems Administrator % 0% Electronics and Telecommunications Trades Assistant % 0% Maintenance Planner % 0% Data Management Manager % 0% Programmer Analyst % 0% Information Services Manager % 0% Television Equipment Operator % 0% Application Development Manager % 0% Production / Operations Manager (Manufacturing) % 0% Quality Systems Manager % 0% Network Analyst % 0% Quality Assurance Analyst (Computers) % 0% Production / Operations Supervisor (Manufacturing) % 0% Chief Information Officer % 0% Electronic Engineering Technician % 0% Electronics Engineering Technologist % 0% Information Technology Manager % 0% Telecommunications Cable Jointer % 0% Director of Marketing % 0% ICT Sales Representative % 0% General Manager Public Service % 0% Sales Representative (Business Services) % 0% Building Associate % 0% Mechanical Engineering Technologist % 0% Industrial Engineer % 0% Integrated Manufacturing Line Process Control Technician Electrical Engineer % 0% Broadcast Transmitter Operator % 0% Telecommunications Field Engineer % 0% Translator % 0% Paralegal % 0% Research and Development Manager % 0% Computer Operator % 0% Telecommunications Line Mechanic % 0% Manufacturing Technician % 0% Associate Legal Professional % 0% Librarian % 0% Mechanical Engineer % 0% Administrative Lawyer % 0% Sales Representative / Salesman (Industrial Products) % 0% Legal Executive % 0% Multimedia Specialist % 0% Advertising Specialist % 0% Electronics Engineer % 0% Industrial Engineering Technician % 0% Page 100 MICT Sector Skills Plan, , Version 1.3, November 2012

105 Demand for Scarce Skills in Small Companies The MICT SETA needs to pay close attention to the skills needs of small companies (companies having fewer than 50 employees). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 44. Programmes will be developed based on these needs as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 45 to 47. The following table presents the Scarce Skills that are in demand from these companies, by subsector. Table 52: Demand for Scarce Skills in Small Companies, 2012/13, by Subsector Subsector OFO Code Occupation Total Advertising Graphic Designer Production Coordinator Copywriter Proof Reader Pre-press Technical Worker Sales Clerk / Officer Electronic Originator Arts / Culture Manager Multimedia Designer Advertising Specialist Sales Representative (Business Services) Web Technician 2 Advertising Total 53 Electronic Media and Film Photographer Financial Accountant Finance Manager Film and Video Editor Camera Operator (Film, Television or Video) Research and Development Manager Advertising Specialist Author Film Technician Programme or Project Manager Sales and Marketing Manager Film and Television Production Manager Broadcast Transmitter Operator Radio Station Operator Photographic Developer and Printer 1 Electronic Media and Film Total 48 Electronics Software Developer Technical (ICT) Support Services Manager Electronics Engineer Electrical Engineering Technician Alarm, Security or Surveillance Monitor Call Centre Salesperson Developer Programmer ICT Account Manager Finance Manager Telecommunications Network Engineer Sales Representative / Salesman (Industrial Products) 1 Electronics Total 54 Information Technology Developer Programmer Software Developer ICT Systems Analyst Programmer Analyst Systems Administrator 27 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 101

106 Subsector OFO Code Occupation Total Computer Network and Systems Engineer Electrical Engineering Technician Computer Network Technician Mechanical Engineering Technologist Quality Assurance Analyst (Computers) Sales Assistant (General) ICT Communications Assistant Electrical Engineer University Lecturer ICT Account Manager Applications Programmer Program or Project Administrators Computer Operator ICT Business Development Manager Industrial Engineer Mechanical Engineer Telecommunications Technical Officer or Technologist Sales and Marketing Manager Web Developer Database Designer and Administrator Director (Enterprise / Organisation) Programme or Project Manager ICT Project Manager Education or Training Advisor Management Consultant Marketing Practitioner Sales Representative / Salesman (Industrial Products) ICT Security Specialist Technical Writer Electrician Finance Manager Application Development Manager Biotechnologist Electronics Engineer Graphic Designer Accountant (General) Financial Accountant Sales Representative (Educational Products and Services) ICT Sales Representative Electronic Engineering Technician Bookkeeper Office Administrator Receptionist (General) Payroll Clerk ICT Sales Assistant 1 Information Technology Total 528 Telecommunications Telecommunications Technical Officer or Technologist Property Manager Telecommunications Technician Account Clerk (Public Relations / Communication) Call or Contact Centre Agent 2 Page 102 MICT Sector Skills Plan, , Version 1.3, November 2012

107 Subsector OFO Code Occupation Total Developer Programmer 1 Telecommunications Total 37 Grand Total Demand for Critical Skills Introduction Critical skills represent the demand for learning programmes required to top-up the skills of currently employed personnel and/or forecast (unemployed) candidates for employment. The raw data is provided to the MICT SETA via the WSP submissions received from MICT stakeholders Demand for Critical Skills, by Learning Programmes The following table summarises the demand for the number of critical (top-up) skills learning interventions, segmented by type of learning programme. Table 53: Summary of Demand for Critical Skills, by Learning Programmes Type of Training Intervention Total Internship 368 Short Course Skills Programme Work experience for unemployed graduates (in scarce skills) 218 Workshop Grand Total Source: The MICT SETA OGS In terms of satisfying the demand for Critical (Top-Up) Skills, it is important to note from the table above that the greatest demand for type of learning programme lies with Workshops which account for 44% of total demand over the next three years, followed by Skills Programmes at 27% and Short Courses at 22% Demand for Critical Skills by Occupation and Subsector The MICT SETA is required to focus primarily on the development of scarce and critical skills in the sector, as identified from the WSP submissions of MICT stakeholders. In the WSP submissions from stakeholder organisations, the MICT SETA requests SDFs to provide Critical Skills data that they intend conducting during 2012/13 (1 st April 2012 to 31 st March 2013) that are directed at topping up the skills of current employees and providing top-up skills to potential employees that they anticipate employing. In the tables in the sections below, the column entitled Total Top-up Skills Training Interventions for 2012/13 reflect this aggregated data for the one single year. The data in this column does not necessarily represent Critical Skills, but instead represents all top-up training interventions that the organisations intend doing in 2012/13, be they Critical Skills or not. The data presented in this column is based on Internship, ABET, End-User Computing, Skills Programmes and Short Course training interventions. The MICT SETA also requests SDFs to provide data on the Critical Skill training that they wanted to perform or anticipate performing across the four following time frames: Immediate these are immediate vacancies as at end March 2012 Anticipated need for the period 1 st April 2012 to 31 st March 2013 Anticipated need for the period 1 st April 2013 to 31 st March 2014 Anticipated need for the period 1 st April 2014 to 31 st March 2015 In the tables in the sections below, the column entitled Total Critical Skills, reflect this aggregated data across this three year period, and represent the Critical Skills that the SETA must focus upon. The reason why these two sets of data are presented together is because concern has been expressed that the number of Scarce Skills recorded by SDFs is too low. The tables therefore provide an indication of whether organisations are addressing, during 2012/13, any of the Critical Skills forecast for 2012/15. It has been suggested that one of the reasons why the forecast Critical Skill numbers are low is because organisations are nervous to commit to higher numbers in an economic climate that is not providing adequate growth. Middle level skills required Critical Skills, as required in the MICT SETA Strategy, presented in Chapter 6, Item 7, 11 to 15 and 67, for the top twelve Scarce Skills, are shaded in blue in these tables. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 103

108 Advertising The following table presents the level of demand for the Critical Skills training interventions per occupation in the Advertising subsector, in order of decreasing demand, with the top 12 shaded in green. Where fewer than 5 Critical Skills training interventions per occupation have been forecast for the 2012/15 period, these occupations are not presented. In terms of the need for Critical Skills for the next three years, the Advertising subsector is clearly addressing most of this need in 2012/13. Table 54: Demand for Critical Skills in the Advertising Subsector Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March 2012 Total Top-up Skills Training Interventions, 2012/ Advertising Specialist Y Multimedia Designer Y Director (Enterprise / Organisation) Y Graphic Designer Y Program or Project Administrators Y Switchboard Operator Y Copywriter Y Marketing Practitioner Y Customer Service Manager Y Classified Advertising Clerk Y Interactive and Direct Marketing Strategist Tea Attendant Y Advertising and Public Relations Manager Y Accounts Clerk Y Electronic Originator Y Pre-press Technical Worker Y Web Designer Y Financial Markets Business Manager Y The following table shows which occupations have been deemed not to require Critical Skills, but are nevertheless Scarce Skill occupations. The table shows the number of top-up training interventions per occupation that will occur during 2012/13, but the training is not related to critical skills. Only technical and technical management occupations are presented in this table, and only occupations where 10 or more training interventions during 2012/13 are forecast to be conducted. Despite the occupations in the following table being Scarce Skill occupations, none of these occupations were declared as needing Critical Skills. Nevertheless, the subsector is forecast to conduct extensive top-up skills training, particularly in the top seven occupations during 2012/13. Table 55: Demand for Top-up Non-Critical Skills in the Advertising Subsector Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March 2012 Total Top-up Skills Training Interventions, 2012/ Sales Representative (Business Services) Y ICT Account Manager Y Sales and Marketing Manager Y Data Entry Operator Y Multimedia Specialist Y Marketing / Communication Strategist Y Corporate Communication Manager Y Programme or Project Manager Y Corporate General Manager Y Communication Coordinator Y Operations Manager (Non Manufacturing) Y Media Producer Y Electronic Engineering Technician Y Radio or Television Programme Organiser Y Product Assembler Y Call or Contact Centre Manager Y Software Developer Y Proof Reader Y Web Technician Y Database Designer and Administrator Y Inbound Contact Centre Consultant Y Scarce Skill? Scarce Skill? Page 104 MICT Sector Skills Plan, , Version 1.3, November 2012

109 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March 2012 Total Top-up Skills Training Interventions, 2012/ Film and Video Editor Y Production Assistant (Film, Television or Radio) Y Information Technology Manager Y Purchasing Officer Y University Lecturer Y Web Developer Y Systems Administrator Y Business Administrator Y Data Management Manager Y ICT Systems Analyst Y Director (Film, Television, Radio or Stage) Y Market Research Analyst Y Technical (ICT) Support Services Manager Y ICT Business Development Manager Y Film and Television Production Manager Y Research and Development Manager Y Arts / Culture Manager Y Electronic Media and Film The following table presents the level of demand for the Critical Skills training interventions per occupation in the Electronic Media and Film subsector, in order of decreasing demand, with the top 12 shaded in green. The table presents all Critical Skills training interventions per occupation that have been forecast for the 2012/15 period. It appears that the low numbers of Critical Skills forecast for the 2012/15 period for the occupations in the following table are as a result of the Electronic Media and Film subsector conducting extensive top-up skills during 2012/13. Table 56: Demand for Critical Skills in the Electronic Media and Film Subsector Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March 2012 Total Top-up Skills Training Interventions, 2012/ Production Assistant (Film, Television or Radio) Y Author Y Media Producer Y Sales Representative (Business Services) Y Sound Technician Y Broadcast Transmitter Operator Y Radio Journalist Y Film and Television Production Manager Y Radio or Television Programme Organiser Y Technical (ICT) Support Services Manager Y Television Equipment Operator Y Accounts Clerk Y Photographer Y Web Technician Y Information Technology Manager Y Film Technician Y Advertising Specialist Y Director (Enterprise / Organisation) Y Electrician Y Radio Station Operator Y Multimedia Specialist Y Finance Manager Y Newspaper or Periodical Editor Y Marketing Practitioner Y Human Resource Advisor Y Systems Administrator Y Personnel / Human Resource Manager Y Financial Accountant Y Management Accountant Y Store Person Y Software Developer Y Scarce Skill? Scarce Skill? MICT Sector Skills Plan, , Version 1.3, November 2012 Page 105

110 The following table shows which occupations have been deemed not to require Critical Skills, but are nevertheless Scarce Skill occupations. The table shows the number of top-up training interventions per occupation that will occur during 2012/13, but the training is not related to critical skills. Only technical and technical management occupations are presented in this table, and only occupations where 10 or more training interventions during 2012/13 are forecast to be conducted. Despite the occupations in the following table being Scarce Skill occupations, none of these occupations were declared as needing Critical Skills. Nevertheless, the subsector is forecast to conduct extensive top-up skills training, particularly in eleven of the top twelve occupations during 2012/13. Table 57: Demand for Top-up Non-Critical Skills in the Electronic Media and Film Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Program or Project Administrators Y Sales Manager Y Electrical Engineering Technician Y Camera Operator (Film, Television or Video) Y Film and Video Editor Y Programme or Project Manager Y Television Journalist Y Graphic Designer Y Sales and Marketing Manager Y Inbound Contact Centre Consultant Y Electronic Engineering Technician Y Communication Coordinator Y Call or Contact Centre Agent Y Call or Contact Centre Manager Y Operations Manager (Non Manufacturing) Y Mechanical Engineering Technician Y ICT Systems Analyst Y Electronics and Telecommunications Trades Assistant Y Director of Marketing Y Quality Systems Manager Y Corporate General Manager Y Customer Service Manager Y Electronics Engineering Technologist Y Associate Legal Professional Y Data Entry Operator Y Telecommunications Engineer Y Telecommunications Technical Officer or Technologist Y Director (Film, Television, Radio or Stage) Y Programmer Analyst Y Market Research Analyst Y Supply Chain Practitioner Y Computer Operator Y Marketing / Communication Strategist Y Back Office Process Consultant Y Corporate Services Manager Y Computer Network Technician Y Management Consultant Y Event Producer Y Engineering Production Systems Worker Y Outbound Contact Centre Consultant Y Electronics Engineer Y Research and Development Manager Y Web Developer Y Web Designer Y Events Manager Y Training and Development Professional Y Arts / Culture Manager Y Developer Programmer Y Telecommunications Network Engineer Y Photographic Developer and Printer Y Corporate Communication Manager Y Telecommunications Technician Y Office Manager Y Copywriter Y Page 106 MICT Sector Skills Plan, , Version 1.3, November 2012 Scarce Skill?

111 Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Sales Representative (Educational Products and Services) Y Operations Foreman (Non Manufacturing) Y Rigger Y Electronics The following table presents the level of demand for the Critical Skills training interventions per occupation in the Electronics subsector, in order of decreasing demand, with the top 12 shaded in green. Where fewer than 5 Critical Skills training interventions per occupation have been forecast for the 2012/15 period, these occupations are not presented. With regard to the top twelve occupations, the Electronics subsector is clearly addressing much of the 2012/15 Critical Skills need in 2012/13, apart from the Sales Assistant (General), Materials Engineer and Business Administrator occupations. Table 58: Demand for Critical Skills in the Electronics Subsector Total Employment as at 31 March 2012 Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Telecommunications Technical Officer or Technologist Y Sales Assistant (General) Y Sales and Marketing Manager Y Program or Project Administrators Y Software Developer Y Electrical Engineering Technician Y Computer Network Technician Y Computer Network and Systems Engineer Y Electronics Engineer Y Materials Engineer Y Mechanical Engineer Y Business Administrator Y Database Designer and Administrator Y Civil Engineer Y ICT Sales Assistant Y Data Entry Operator Y Chemical Engineer Y Chemist Y Environmental Scientist Y Marketing Practitioner Y Mathematician Y Meteorologist Y Management Consultant Y Biotechnologist Y Electronic Engineering Technician Y Human Resource Advisor Y Technical (ICT) Support Services Manager Y Developer Programmer Y Food and Beverage Scientist Y Biochemist Y ICT Business Development Manager Y Contract Manager Y Safety, Health, Environment and Quality (SHE&Q) Practitioner Y The following table shows which occupations have been deemed not to require Critical Skills, but are nevertheless Scarce Skill occupations. The table shows the number of top-up training interventions per occupation that will occur during 2012/13, but the training is not related to critical skills. Only technical and technical management occupations are presented in this table, and only occupations where 10 or more training interventions during 2012/13 are forecast to be conducted. Despite the occupations in the following table being Scarce Skill occupations, none of these occupations were declared as needing Critical Skills. Nevertheless, the subsector is forecast to conduct extensive top-up skills training during 2012/13. Scarce Skill? Scarce Skill? MICT Sector Skills Plan, , Version 1.3, November 2012 Page 107

112 Table 59: Demand for Top-up Non-Critical Skills in the Electronics Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Business Machine Mechanic Y Programme or Project Manager Y Call or Contact Centre Agent Y ICT Systems Analyst Y Mechanical Engineering Technician Y Aeronautical Engineer Y ICT Account Manager Y Engineering Manager Y Office Manager Y Inbound Contact Centre Consultant Y Director (Enterprise / Organisation) Y Systems Administrator Y Sales Representative (Business Services) Y ICT Project Manager Y Quality Systems Manager Y Electrical and Electronic Equipment Assembler Y Dispatching and Receiving Clerk / Officer Y Customer Service Manager Y Metallurgist Y Instrument Mechanician Y Production / Operations Manager (Manufacturing) Y Operations Manager (Non Manufacturing) Y Event Producer Y ICT Trainer Y Call Centre Salesperson Y Telecommunications Field Engineer Y Industrial Engineer Y Water Plant Operator Y Information Technology Manager Y Call or Contact Centre Manager Y Training and Development Professional Y Computer Engineering Mechanic Y Marketing / Communication Strategist Y Sales Representative / Salesman (Industrial Products) Y Production / Operations Supervisor (Manufacturing) Y Telecommunications Technician Y Quality Assurance Analyst (Computers) Y Electronic Equipment Mechanician Y Sales Representative (Educational Products and Services) Y Civil Engineering Technologist Y Telecommunications Engineer Y Mining Technician Y Water Quality Analyst Y Programmer Analyst Y Sound Technician Y Technical Writer Y Supply Chain Practitioner Y Mechanical Fitter Y Web Technician Y Application Development Manager Y Telecommunications Network Engineer Y Network Analyst Y Mechanical Engineering Technologist Y Geologist Y Telecommunications Cable Jointer Y Scarce Skill? Page 108 MICT Sector Skills Plan, , Version 1.3, November 2012

113 Information Technology The following table presents the level of demand for the Critical Skills training interventions per occupation in the Information Technology subsector, in order of decreasing demand, with the top 12 shaded in green. Where fewer than 5 Critical Skills training interventions per occupation have been forecast for the 2012/15 period, these occupations are not presented. During 2012/13, the Information Technology subsector will be addressing a significant number of the Critical Skills required over the 2012/15 period. However, there are some occupations that appear in need for additional top-up training in order to satisfy the 2012/15 need, namely top-up skills for ICT Sales Assistants and Sales Demonstrators. Table 60: Demand for Critical Skills in the Information Technology Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March ICT Sales Assistant Y Developer Programmer Y ICT Systems Analyst Y Software Developer Y Business Administrator Y Computer Network and Systems Engineer Y Quality Assurance Analyst (Computers) Y Corporate General Manager Y Sales Demonstrator Computer Engineering Mechanic Y Technical (ICT) Support Services Manager Y ICT Account Manager Y ICT Communications Assistant Y Call or Contact Centre Agent Y ICT Project Manager Y Sales Assistant (General) Y Telecommunications Technical Officer or Technologist Y Multimedia Specialist Y Programmer Analyst Y Web Developer Y Sales and Marketing Manager Y Camera Operator (Film, Television or Video) Y ICT Business Development Manager Y Director (Enterprise / Organisation) Y Accounts Clerk Y General Clerk Y Database Designer and Administrator Y Stock Clerk / Officer Y Customer Service Manager Y Corporate Services Manager Y Computer Network Technician Y Management Consultant Y Systems Administrator Y Web Technician Y ICT Sales Representative Y Network Analyst Y Application Development Manager Y Business Training Manager Y Finance Manager Y Applications Programmer Y Occupational Instructor / Trainer Y Statistical and Mathematical Assistant Y Marketing Practitioner Y University Lecturer Y Electrical Engineer Y Scarce Skill? MICT Sector Skills Plan, , Version 1.3, November 2012 Page 109

114 The following table shows which occupations have been deemed not to require Critical Skills, but are nevertheless Scarce Skill occupations. The table shows the number of top-up training interventions per occupation that will occur during 2012/13, but the training is not related to critical skills. Only technical and technical management occupations are presented in this table, and only occupations where 10 or more training interventions during 2012/13 are forecast to be conducted. Despite the occupations in the following table being Scarce Skill occupations, none of these occupations were declared as needing Critical Skills. Nevertheless, the subsector is forecast to conduct extensive top-up skills training during 2012/13. Table 61: Demand for Top-up Non-Critical Skills in the Information Technology Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Program or Project Administrators Y Computer Operator Y Sales Representative (Business Services) Y Electronic Engineering Technician Y Back Office Process Consultant Y Data Entry Operator Y Operations Manager (Non Manufacturing) Y Call or Contact Centre Manager Y Telecommunications Field Engineer Y Purchasing Officer Y Office Manager Y Electrical Engineering Technician Y Sound Technician Y Word Processing Operator Y Outbound Contact Centre Consultant Y Store Person Y Contact Centre Real Time Advisor Y Training and Development Professional Y Organisation and Methods Analyst Y Data Management Manager Y Telecommunications Network Engineer Y Office Supervisor Y Instrument Mechanician Y Account Clerk (Public Relations / Communication) Y Information Services Manager Y Marketing / Communication Strategist Y Technical Writer Y Director of Marketing Y Contract Administrator Y Engineering Production Systems Worker Y Telecommunications Engineer Y Electronics Engineering Technologist Y Quality Systems Manager Y Product Assembler Y Industrial Engineer Y Multimedia Designer Y Construction Project Manager Y Operations Foreman (Non Manufacturing) Y Electrician Y Local or Provincial Government Legislator Y Production / Operations Manager (Manufacturing) Y Communication Coordinator Y Sales Representative (Educational Products and Services) Y Market Research Analyst Y Manufacturing Technician Y Mechanical Engineer Y Graphic Designer Y Electrical and Electronic Equipment Assembler Y Copywriter Y Legal Executive Y Chemical Engineering Technician Y Electronics and Telecommunications Trades Assistant Y Intelligence Officer Y Scarce Skill? Page 110 MICT Sector Skills Plan, , Version 1.3, November 2012

115 Telecommunications The following table presents the level of demand for the Critical Skills training interventions per occupation in the Telecommunications subsector, in order of decreasing demand, with the top 12 shaded in green. Where fewer than 5 Critical Skills training interventions per occupation have been forecast for the 2012/15 period, these occupations are not presented. The subsector is forecast to conduct extensive top-up skills training during 2012/13. Table 62: Demand for Critical Skills in the Telecommunications Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Business Training Manager Y Electronic Engineering Technician Y ICT Project Manager Y Telecommunications Technical Officer or Technologist Y Credit or Loans Officer Y ICT Systems Analyst Y Network Analyst Y Systems Administrator Y Corporate General Manager Y Computer Network Technician Y Programmer Analyst Y Broadcast Transmitter Operator Y Telecommunications Network Engineer Y Database Designer and Administrator Y Computer Network and Systems Engineer Y Supply and Distribution Manager Y Health and Safety Manager Y Telecommunications Engineer Y Credit Manager Y Production Assistant (Film, Television or Radio) Y Delivery Driver Y Event Producer Y Computer Engineering Mechanic Y Developer Programmer Y Financial Accountant Y Corporate Communication Manager Y Call or Contact Centre Agent Y Finance Manager Y Industrial Engineer Y Sales Representative (Educational Products and Services) Y The following table shows which occupations have been deemed not to require Critical Skills, but are nevertheless Scarce Skill occupations. The table shows the number of top-up training interventions per occupation that will occur during 2012/13, but the training is not related to critical skills. Only technical and technical management occupations are presented in this table, and only occupations where 10 or more training interventions during 2012/13 are forecast to be conducted. Despite the occupations in the following table being Scarce Skill occupations, none of these occupations were declared as needing Critical Skills. Nevertheless, the subsector is forecast to conduct extensive top-up skills training during 2012/13. Table 63: Demand for Top-up Non-Critical Skills in the Telecommunications Subsector Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Operations Manager (Non Manufacturing) Y Outbound Contact Centre Consultant Y Program or Project Administrators Y Office Supervisor Y Senior Government Manager Y Call Centre Salesperson Y Customer Service Manager Y Telecommunications Technician Y Sales Manager Y Programme or Project Manager Y ICT Sales Representative Y MICT Sector Skills Plan, , Version 1.3, November 2012 Page 111 Scarce Skill? Scarce Skill?

116 Total Top-up Skills Training Interventions, 2012/13 Total Critical Skills, OFO Code Occupation Description Total Employment as at 31 March Market Research Analyst Y Electrical Engineering Technician Y Engineering Manager Y Corporate Services Manager Y Senior Government Official Y Inbound Contact Centre Consultant Y Director (Enterprise / Organisation) Y Production Coordinator Y Training and Development Professional Y ICT Communications Assistant Y Software Developer Y Call or Contact Centre Manager Y Product Assembler Y Quality Assurance Analyst (Computers) Y Information Services Manager Y Television Equipment Operator Y Chief Information Officer Y ICT Trainer Y Data Management Manager Y Application Development Manager Y Telecommunications Field Engineer Y Telecommunications Line Mechanic Y Geographic Information Systems Technicians Y Production / Operations Manager (Manufacturing) Y Quality Systems Manager Y Organisational Risk Manager Y Organisation and Methods Analyst Y ICT Sales Assistant Y Local or Provincial Government Legislator Y Events Manager Y Director of Marketing Y ICT Security Specialist Y Electronics Engineer Y Sales Representative (Business Services) Y Intelligence Officer Y Production / Operations Supervisor (Manufacturing) Y Electronics Engineering Technologist Y Graphic Designer Y Contact Centre Real Time Advisor Y Contact Centre Resource Planner Y Security Consultant Y Web Developer Y Manufacturer Y Applications Programmer Y Rigger Y Mechanical Engineering Technologist Y Education or Training Advisor Y Electrical Engineer Y Data Entry Operator Y Operations Foreman (Non Manufacturing) Y Industrial Engineering Technician Y Electronics and Telecommunications Trades Assistant Y Telecommunications Cable Jointer Y Sales Representative / Salesman (Industrial Products) Y Electrician Y Research and Development Manager Y Sound Technician Y Demand for Types of Critical Skills The MICT SETA is required to focus primarily on the development of scarce and critical skills in the sector, as identified from the WSP submissions of MICT stakeholders. The following figure provides a summary of the types of critical skills required across all subsectors. Scarce Skill? Page 112 MICT Sector Skills Plan, , Version 1.3, November 2012

117 Figure 20: Types of Critical Skills Required Source: The MICT SETA OGS In greatest demand are sales skills, accounting for 36% of all skills interventions over the next three years, with respondents indicating the majority of need relating to the development of sales techniques. Second behind sales skills is the need for technical skills development, accounting for 35% of all skills interventions over the next three years. In this regard, a significant number of different types of technical skills are noted, as summarised in the following figure. Figure 21: Types of Different Technical Skills Required in the Sector Source: The MICT SETA OGS As may be observed in the figure above, there is a wide range of technical skills needed, with the need for product skills at the top of the list. Since these skills tend not to be generic, it is unlikely that the MICT SETA will support the development of these skills. The next two categories of skills that are in high demand are software development (the development/ customisation of existing software applications) and software programming (the development of new applications). The types of software development products and technologies mentioned include Togaf, SAP, ABAP, Microsoft Lync Server, Oracle, E-Commerce, CRM, SharePoint, Evo 1, 2, 3 & 4, Advanced ABAP, Advanced BI SCM, Advanced WebDynpro, and Silverlight. The types of software programming products and technologies mentioned MICT Sector Skills Plan, , Version 1.3, November 2012 Page 113

118 include C++, Linux, ASP.Net, C#, Progress, SharePoint, J2EE, Spring, Weblogic, CRM, Delphi, SQL, Advanced Java, Java Script, CGS, Image manipulation, HTML, RNO, and Red Hat. Following on, management skills are the next largest category of demand. As indicated in the figure below, generic management skills are in the greatest demand, followed by project management skills and soft skills. Soft skills include negotiation, presentation, asset management, conflict resolution, and coaching (Executive) skills. Figure 22: Types of Different Management Skills Required in the Sector Source: The MICT SETA OGS Demand for Critical Skills in Small Companies The MICT SETA needs to pay close attention to the skills needs of small companies (companies having fewer than 50 employees). This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 44. Programmes will be developed based on these needs as addressed in the MICT SETA Strategy, presented in Chapter 6, Item 45 to 47. The following table presents the Scarce Skills that require Critical Skills, by subsector. Table 64: Scarce Skills Requiring Critical Skills in Small Companies, 2012/13, by Subsector Subsector OFO Code Occupation Description Total Advertising Program or Project Administrators Switchboard Operator Graphic Designer Tea Attendant Customer Service Manager Advertising and Public Relations Manager Financial Markets Business Manager Web Designer Accounts Clerk Pre-press Technical Worker Electronic Originator Production / Operations Manager (Manufacturing) Developer Programmer Production / Operations Supervisor (Manufacturing) Sales Manager Office Manager Events Manager General Clerk Production Coordinator Printing Machinist 2 Page 114 MICT Sector Skills Plan, , Version 1.3, November 2012

119 Delivery Driver Commercial Cleaner 2 Advertising Total 116 Electronic Media and Film Production Assistant (Film, Television or Radio) Photographer Accounts Clerk Advertising Specialist Finance Manager Personnel / Human Resource Manager Marketing Practitioner Rental Salesperson Precision Instrument Maker and Repairer Printing Machinist Store Person 1 Electronic Media and Film Total 46 Electronics Computer Network and Systems Engineer Electronics Engineering Technologist Marketing Practitioner ICT Sales Representative ICT Communications Assistant Finance Manager Electrical Engineer Safety, Health, Environment and Quality (SHE&Q) 1 Practitioner Electronics Total 31 Information Technology Computer Network and Systems Engineer ICT Systems Analyst Developer Programmer Telecommunications Technical Officer or Technologist Web Developer Programmer Analyst ICT Sales Representative Business Training Manager ICT Account Manager ICT Project Manager Software Developer Applications Programmer Systems Administrator Electrical Engineer University Lecturer Network Analyst Technical (ICT) Support Services Manager Quality Assurance Analyst (Computers) Security Officer Programme or Project Manager Sales Manager Geologist Financial Accountant ICT Business Development Manager Web Technician Inbound Contact Centre Consultant ICT Sales Assistant Call Centre Salesperson 3 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 115

120 Finance Manager Corporate General Manager Interactive and Direct Marketing Strategist Customer Service Manager Engineering Manager Mineral Resources Manager Chief Information Officer Small Business Manager Electronics Engineer Surveyor Education or Training Advisor ICT Trainer Accountant (General) Management Accountant Database Designer and Administrator ICT Security Specialist Accounting Technician Personal Assistant Receptionist (General) Accounts Clerk Payroll Clerk Telecommunications Technician 1 Information Technology Total 482 Telecommunications Telecommunications Technical Officer or Technologist Telecommunications Engineer Telecommunications Engineering Technologist Set Designer Account Clerk (Public Relations / Communication) Media Producer Actor 2 Telecommunications Total 45 Grand Total 720 As mentioned above, there is much emphasis on determining the skills needs of Small companies. The following figure presents the types of skills needed by Small companies. Page 116 MICT Sector Skills Plan, , Version 1.3, November 2012

121 Figure 23: Types of Different Skills Required by Small Companies in the Sector Source: The MICT SETA OGS 5.2 National Demand for MICT Skills Each year, the SETAs gather data on the scarce skills (current and potential important vacancies) identified in each of the Seta Sectors. This data is published in the Seta Sector Skills Plans. Because MICT skills are also required in several of the other Seta Sectors, the MICT SETA has in the past assessed the scarce skills identified by all SETAs in order to obtain a perspective of the national need for MICT skills. This year however, data across all SETAs was obtained from the DHET website 47. The table below presents the estimation of Advertising vacancies required within South Africa for the period Table 65: Estimation of Advertising Vacancies Required within South Africa, OFO Code Occupation MICT Sector Other SETAs RSA % MICT Sector to RSA Advertising Specialist % Graphic Designer % Illustrator % Production Coordinator % Electronic Originator % Total % Source: The MICT SETA OGS As presented in the table above, in the Advertising subsector, the occupation Graphic Designer requires the most attention, with the MICT sector indicating a need of 44 personnel over the next three years. The other SETAs reporting a need for these occupational skills are FPM Seta and Cathsseta. The 200 Illustrators required by other SETAs were all recorded as a need in the Cathsseta sector. The 449 Production Coordinators were recorded as a need by Agriseta and Cathsseta. Demand for Electronic Originators and Advertising Specialist occurs only with the MICT sector. Demand for Advertising Specialists is up from the 27 personnel indicated in Demand for new personnel this year is 129, down from that indicated last year at 173. The table below presents the estimation of Electronic Media and Film vacancies required within South Africa for the period Scarce+and+Demand+Skills.pdf, MICT Sector Skills Plan, , Version 1.3, November 2012 Page 117

122 Table 66: Estimation of Electronic Media and Film Vacancies Required within South Africa, OFO Code Occupation MICT Sector Other SETAs RSA % MICT Sector to RSA Author % Radio Journalist % Director (Film, Television, Radio or Stage) % Copywriter % Radio Station Operator % Sound Technician % Camera Operator (Film, Television or Video) % Film and Video Editor % Broadcast Transmitter Operator % Media Producer % Television Equipment Operator % Film Technician % Film and Television Production Manager % Total % Source: The MICT SETA OGS The table above shows that the demand for most of the Electronic Media and Film occupations exists primarily in the Electronic Media and Film subsector. In greatest demand within the Electronic Media and Film subsector are Authors, an occupation that did not show any need last year. The need for Authors beyond the MICT sector arises from the Cathsseta sector. Apart from the need expressed for Directors (Film, Television, Radio or Stage) by respondents in the MICT sector, another 100 were recorded as a need in the Cathsseta sector. Similarly, Cathsseta indicated the remaining need for Sound Technicians. InSeta indicated all the need for the other Copywriters. The total need of 152 new personnel being required over the next three years has not differed much from the 127 indicated last year, but the types of occupations differ somewhat and the numbers of personnel needed have changed. For example, last year a need for 42 Radio Presenters was indicated, whereas by this year s indications, that need has been fulfilled. The need for Media Producers has fallen from the 22 indicated last year to only 4 more required over the next three years. The table below presents the estimation of Information and Communications Technology vacancies required within South Africa for the period Table 67: Estimation of Information and Communications Technology Vacancies Required within South Africa, OFO Code Occupation MICT Sector Other SETAs RSA % MICT Sector to RSA Software Developer % Computer Network and Systems Engineer % Developer Programmer % ICT Systems Analyst % Computer Network Technician % ICT Communications Assistant % ICT Business Development Manager % Quality Assurance Analyst (Computers) % Electrical Engineering Technician % ICT Project Manager % ICT Security Specialist % ICT Sales Assistant % Telecommunications Technical Officer or Technologist % Database Designer and Administrator % Programmer Analyst % Applications Programmer % ICT Account Manager % Multimedia Designer % Electrical Engineer % Web Developer % ICT Trainer % ICT Sales Representative % Page 118 MICT Sector Skills Plan, , Version 1.3, November 2012

123 OFO Code Occupation MICT Sector Other SETAs RSA % MICT Sector to RSA Electronics Engineer % Energy Engineer % Systems Administrator % Technical (ICT) Support Services Manager % Geographic Information Systems Technicians % Telecommunications Technician % Application Development Manager % Web Designer % Telecommunications Network Engineer % Network Analyst % Computer Operator % Computer Engineering Mechanic % Multimedia Specialist % Web Technician % Telecommunications Engineer % Electronics Engineering Technologist % Electronic Engineering Technician % Total % Source: The MICT SETA OGS The Information and Communications Technology Subsector actually comprises of three sub-subsectors, namely Electronics, Information Technology and Telecommunications. Due to convergence of skills across these three sub-subsectors, it is near impossible to segment the occupations into the separate sub-subsectors. It is for this reason that the ICT Subsector is not further segmented. In the table above, all occupations presented are deemed to specifically require ICT technical skills. For this reason, as an example, Sales and Marketing Managers (and other end-users of ICT applications) are not included. Only about 65% of the national need for ICT skills originates from the Information and Communications Technology subsector. The expressed need for new vacancies over the next three years is very similar to the indicated last year, however, the mix has changed. A need for Systems Administrators has crept in this year, whereas last year no need was indicated. The top five occupations in the table above cover over 50% of the need within this subsector. 5.3 MICT SETA Qualifications The following table provides the list of qualifications that fall under the responsibility of the MICTY Seta. Table 68: List of the MICT SETA Qualifications No.SAQA ID Qualification Title Credits Further Education and Training Certificate: PC Engineering Further Education and Training Certificate: PC Support National Certificate: Contact Centre Operations Cert. Telecommunications for Customer Premises Equipment Cert. Telecommunications for Customer Premises Equipment Cert. in Telecommunications for Customer Premises Equipment National Certificate: Computer Science National Certificate: Management NC: Information Technology: Technical Support Further Education and Training Certificate: Information Technology: Systems Development NC: Information Technology: Systems Support National Certificate: Music Industry: Sound Technology Certificate: Broadcast Engineering NC: Information Technology System Development National Certificate: Information Technology: End User Computing Level National Certificate: Interactive Media National Certificate: Radio Station Management Further Education and Training Certificate: Design Foundation National Diploma: Copywriting National Certificate: Scriptwriting Further Education and Training Certificate: Advertising National Certificate: 3D Animation and Visual Effects National Certificate: 2D Animation 136 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 119

124 National Certificate: Film and Television Production National Certificate: Advertising National Certificate: Journalism Further Education and Training Certificate: Telecommunication Network Operations National Certificate: Electronics NC: Information Technology Operations National Certificate: Design Techniques Further Education and Training Certificate: Film and Television Production Operations National Certificate: Radio Production National Certificate: Business Analysis Support Practice Further Education and Training: Electronics National Certificate: Business Analysis Further Education and Training Certificate: Telecommunication Systems Certificate: Telecommunication Systems Certificate: Information Technology: Database Development Further Education and Training Certificate: Information Technology: End User Computing Certificate: Information Technology: Database Administration Further Education and Training Certificate: Photography Further Education and Training Certificate: Graphic Web Design and Multimedia Further Education and Training Certificate: Website Development Further Education and Training Certificate: Computer Programming National Certificate: Telecommunications for Customer Premises Equipment Further Education and Training Certificate: Information Technology: Technical Support Further Education and Training Certificate: Information Technology: Systems Development Further Education and Training Certificate: Electronics National Certificate: Information and Communications Technology (ICT) Software Testing Trends in the Supply of MICT Skills Introduction and Methodology This section presents an analysis of the supply of MICT graduates into the MICT Sector. The matric data utilised in this section was sourced from the Department of Education 48 and the tertiary data from the Department of Higher Education and Training 49. At tertiary level, electronics and electrical engineers are classified together. An estimate of 25% for electronics engineers in this group was used. The Department of Higher Education and Training (DHET), HEMIS Division for national qualification supply data. DHET provided the MICT SETA with over 800 Megs of data in over 700 files. This data has been collated into one database in order to analyse the supply side of people entering and achieving tertiary qualifications, allowing a comparison of the supply of MICT graduates against the demand for such graduates on a national basis. Due to a rearrangement of HEMIS data that occurred in 2010, there is a discontinuity with the historical trends of enrolments and graduates against the 2010 data. This occurred primarily with the data for Advertising, as well as the Electronic Media and Film data. Nevertheless, an analysis of the 2010 data has been performed with estimates for 2011 to 2014 being performed using the historical trends, but the data presented in the following figure, in particular with regard to Advertising, and to some extent to Electronic Media and Film, should be treated with care. These concerns do not apply to the ICT Sector. Note that he Information and Communications Technology Subsector actually comprises of three sub-subsectors, namely Electronics, Information Technology and Telecommunications. Due to convergence of skills across these three sub-subsectors, it is near impossible to segment the occupations into the separate sub-subsectors. It is for this reason that the ICT Subsector is not further segmented. The following figure shows the flow of learners through the education system from writing of Matric in 2011 to learners graduating from a University of Technology in 2013 or University in 2014 and 2015 (depending on whether students did a 3 or 4 year degree). 48 Matric data from Annual Reports of the Department of Education, to Higher Education Management and Information Systems (HEMIS) data from the Department of Higher Education and Training, 2004 to 2010 Page 120 MICT Sector Skills Plan, , Version 1.3, November 2012

125 Figure 24: Learners/graduates from Matric through to graduating, /15 Rewrite Matric Employed in SA Unemployed in SA Return to Foreign Country SA Population of Young People Foreign Young People Primary and Secondary School 496,000 write Matric Pass Matric? Yes Choose ICT, EM&F or Adv tertiary studies? 4.5% 16,300 No 30% Yes 70% 348,000 No ICT - Information and Communication Technologies EM&F - Electronic Media and Film Adv - Advertising No, go to Univ. of Technology 65% 7,000 No Qualify for Other tertiary? Yes No Enrol in Other tertiary? 3,000 Yes Drop-Out Drop-Out or Graduate Choose ICT? Yes 64% 10,800 Enrol ICT at University? Yes 35% 3,800 2,000 No, go to Univ. of Technology 35% 1, Choose EM&F? Yes 23% 3,500 Enrol EM&F at University? Yes 65% 2,300 1,340 No, go to Univ. of Technology 82% 1, Choose Adv? Yes 13% 2,000 Enrol Adv at University? Yes 18% 360 Graduate 510 Graduate / Supply of MICT Skills versus Demand for MICT Skills With regard to the OFO occupation codes, the OFO codes at major level starting with the digit 1 and 2 largely represent first-degree graduates from Universities, and the remaining OFO codes (starting with a 3 or 6 ) largely represent diploma graduates from Universities of Technology. The totals (obtained from Table 65, Table 66 and Table 67) of these degree and diploma categories are presented in the following table as Degree Level Demand and Diploma Level Demand respectively, bearing in mind that this demand represents three years of demand. Using the data presented in Figure 24 above, and multiplying the data by three to represent three years of data, the supply of degree and diploma graduates is also presented in the following table, allowing a comparison between supply of MICT skills from the formal educational institutions and national demand for MICT skills. Table 69: Estimation of Supply versus Demand for Advertising Skills within South Africa, The MICT SETA Other SETAs RSA Degree Level Supply Degree Level Demand Estimated National Bachelor Degree Oversupply 214 Diploma Level Supply Diploma Level Demand Estimated National Diploma Oversupply 951 As was found last year, there are far more skilled people produced by the tertiary institutions than are required by the Advertising Subsector. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 121

126 Table 70: Estimation of Supply versus Demand for Electronic Media and Film Skills within South Africa, The MICT SETA Other SETAs RSA Degree Level Supply Degree Level Demand Estimated National Bachelor Degree Oversupply 651 Diploma Level Supply Diploma Level Demand Estimated National Diploma Oversupply Based on the data presented in the table above, it appears that there are a sufficient number of skilled people produced by the tertiary institutions than are required by the Electronic Media and Film Subsector. Table 71: Estimation of Supply versus Demand for Information and Communications Technology Skills within South Africa, The MICT SETA Other SETAs RSA Degree Level Supply 6,000 Degree Level Demand Estimated National Bachelor Degree Undersupply 221 Diploma Level Supply Diploma Level Demand Estimated National Diploma Oversupply In the table above, the data presented for the ICT subsector shows that there is estimated to be a slight undersupply of degree graduates for the three year period 2012 to 2015, particularly when compared to the oversupply of diploma and degree graduates in the Advertising and the Electronic Media and Film subsectors, and the Diploma graduates in the ICT subsector. It should also be noted though that in a report by the Sunday Times 50, it was reported that: The African Institute for Mathematical Sciences reported that only 10% of its graduates were South African. The University of Cape Town reported that 25% to 30% of its post-graduates in the science faculty were draw from other countries. If 25% of the 6,000 students that graduate over this period return to their home countries, the remaining 4,500 graduates will not meet demand in South Africa. From this analysis, it can safely be deduced that the country needs more ICT degree graduates than are currently being produced. Strategically, the MICT needs to focus on providing degree bursaries to South African learners. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Reviewing and summarising the analysis of where the MICT SETA can contribute to the national imperatives presented under Scarce and Critical Skills, the MICT SETA, in its strategy for the next five years, plans to adopt the following tactics. The MICT SETA continues to receive numerous requests for funding of Learnerships from employer organisations. Learnerships also present benefits to employers in the form of improved BBBEE scorecards and tax relief in the form of tax rebates. The MICT SETA also intends to increase End User Computing Learnerships in the rural areas. The MICT SETA will also continue funding Internships and Skills Programmes. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 21. A further point to note is that the majority of MICT Learnerships address NQF level 4 and 5, which in essence compete with University of Technology diplomas. The establishment of the QCTO presents an opportunity for the MICT SETA to develop occupationally based qualifications up to NQF level 10. This will give the Seta a platform to address the scarce and critical skills as mentioned in this document. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 32, 101, 102, 105 and SA Brains choose dosh over degrees, The Sunday Times, 8 th August 2010, Page 8. Page 122 MICT Sector Skills Plan, , Version 1.3, November 2012

127 Increase the number of bursaries for university students for Media, Advertising, and ICT sub sectors. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9 and 10. Focus on the Scarce and Critical Skills needs of the sector through bursaries, Learnerships, internships, skills programmes and short courses, the latter being of high importance in an industry experiencing ever changing technology. This is addressed in the MICT SETA Strategy, presented in Chapter 6, Item 9, 10 and 21. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 123

128 6 The MICT SETA Strategy 6.1 Introduction This chapter presents an overview of the development of the five-year strategy for the MICT SETA, across the period 2013 to Methodology All the issues addressed in the preceding chapters, covering the documents outlining all the government imperatives such as the HRDSSA, MTSF, IPAP et al, as well as the research inputs from stakeholders and ATR/WSP inputs and analysis thereof were summarised in bullet form in order to address all of these issues in the development of the strategy. Included in this development process were the imperatives of NSDS III. This list, presented below, was then synthesised by the MICT SETA Management Team to determine where the organisation could play a positive and active role, following which management members were assigned responsibility for the achievement of the desired outcomes were assigned. This chapter that addresses the MICT sector strategy as presented in Item 2, 18 and 19 below. 6.3 The MICT SETA Strategy and Targets Item Outputs 1 Output : Sector Skills Plans are professionally researched, provide a sound analysis of the sector and articulate an agreed sector strategy to address skills needs. Ref Indicator 2013/18 Baseline Target 5 Year Qty :1 Research partnerships formed with research house(s) to conduct research. Studies performed in 2005, 2010 and 2012 Chapter 6 and 7 in the 2012/17 SSP Chapter 3 and 5 in the 2012/17 SSP Chapter 3 and 4 in the 2012/17 SSP :2 A chapter that addresses a sector strategy included in the SSP :3 WSP / ATR trend analysis completed and reflected in the SSP :4 Desk research completed and reflected in the SSP. 5 Output : Sector and nationally commissioned :1 The SSP accessible to stakeholders SSPs research and data is analysed, validated and captured in an distributed integrated database that is accessible to stakeholders. electronically. Target Year / :2 The SSP accessible to stakeholders. 2012/17 SSP placed 5 1 on website 7 Output : SETAs research and identify middle level skills needs in their sectors and put in place strategies to address them, particularly through the use of the public FET colleges and universities of technology working in partnership with employers providing workplace- based training :1 Middle level skills presented in chapter 5 in the Sector Skills Plan. None :2 Documented and signed collaborative agreements with FETs. These FETs include Ingwe, Taletso, Waterberg, Motheo, and Vuselela. 5 Collaborative agreements signed with FETs in 2012/ Offices in rural areas None :3 FET learners supported through bursaries. None :4 Universities and Universities of Technology 576 graduates learners supported through bursaries. supported. 11 Output : Projects are established to address middle :1 Current low level skilled people identified to level skills in each sector. be placed on middle level skills programmes :3 Middle level skills programmes implemented 2000 trained in (low to middle). 2012/ :3 Middle level skills programmes implemented trained in / :4 A learner progression policy developed. None :5 A learner progression policy implemented through Learnerships including townships and rural. None (830 employed and (200 employed and Output : Sector skills plans identify the supply challenges in relation to high level scarce skills gaps and set out strategies for addressing them :1 High level scarce skills gaps identified in chapter 5 in the Sector Skills Plan :2 A strategy developed to address high level skills gaps and presented in chapter 6 of the SSP. 20 Output : Agreements are entered into between SETAs, university faculties and other stakeholders on appropriate interventions to support improved entry to priority programmes, increased work experience and experiential learning for students and access to postgraduate work :1 Collaborative agreements in place with SETAs, universities and stakeholders. The SETAs include FPM, Bankseta and TETA. Chapter 3 in the 2012/17 SSP unemployed) unemployed) 5 1 None Collaborative agreements in place. 6 2 Page 124 MICT Sector Skills Plan, , Version 1.3, November 2012

129 Item Outputs :2 Students supported through internship programmes of which 70% placed. 22 Output : Sector Skills Plans identify the focal areas for research, innovation and development. 23 Output : Agreements are entered into between SETAs, university faculties and other stakeholders on flagship research projects linked to sector development in a knowledge economy. Ref Indicator 2013/18 Baseline Target 5 Year Qty :1 Areas for research, innovation and development identified and presented Chapter 3 of the Sector Skills Plan :1 Refer to : :2 Agreements in place with university faculties and other stakeholders on flagship research projects. The MICT SETA has identified University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. 25 Output : Programmes are put in place that focus on the skills needed to produce research that will be relevant and have an impact in the achievement of economic and skills development goals. 26 Output : SETAs identify FET colleges with relevant programmes and put in place partnerships to offer :1 Research programmes in place with university faculties and/or other stakeholders on research projects :1 Prospectuses on the FET colleges in SA obtained. vocational courses and work experience for college learners :1 Relevant programmes (at N6) at FET colleges identified and mapped to the Seta SSP :1 Task teams on the programmes offered set up with FETs :2 Partnerships for vocational courses (at N6) established :3 Work experience offered to college learners through Internship programmes. 31 Output : SETA stakeholders agree on the provision :1 Substantial quality programmes identified of substantial quality programmes for employed workers and through focus groups with employers. report on the impact of the training :1.1 Qualifications reviewed with the QCTO, Employers, Training Providers and other stakeholders. Target Year / Students supported through graduate internship programmes None Agreement with SAP. 1 Programme with SAP None. 5 1 None. 5 1 None. 5 1 None. 5 1 None None. 5 1 None :1.2 Stakeholder roadshows conducted. None :2 Provision of quality programmes agreed by top 10 MICT stakeholders in each subsector (to be determined through research). None :3 Provision of quality programmes agreed by top 10 MICT stakeholders in each subsector (qualifications to be developed) :4 Provision of quality programmes agreed by top 10 MICT stakeholders in each subsector (learners on short courses) :4 Provision of quality programmes agreed by top 10 MICT stakeholders in each subsector (learners on skills programmes) :5 Impact of the training analysed and reported in an Impact Study report. 39 Output : Sector projects are put in place to address :1 Sector projects in place to address specific specific sector skills gaps. sector skills gaps (number of projects) :2 Projects in place to address specific sector skills gaps (number of learners on short courses) :2 Projects in place to address specific sector skills gaps (number of learners on skills programmes). 42 Output : Cross-sectoral projects are established to address skills needs along local supply chains aimed at supporting local economic development :1 Cross-sectoral projects addressing skills needs along local MICT supply chains identified :2 Cross-sectoral projects established. 4 cross-sectoral projects implemented in 2012/ Output : SETAs, through their skills planning research, identify the skills needs of small and emerging businesses in their sector, and promote relevant programmes :1 The skills needs of small and emerging businesses in the MICT sector identified and presented in the Sector Skills Plan chapter :2 Relevant programmes promoted to address the skills needs of small and emerging None. 5 1 None None None. 5 1 None None None None None. 5 1 None. 5 1 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 125

130 Item Outputs 46 Output : Sector projects are developed that are piloted by SETAs and expanded through partnership funding. Indicator 2013/18 Baseline Target 5 Year Qty businesses in the MICT sector :1 A sector skills development internship/learnership projects piloted with 10 SMEs (number of learners) :2 Skills development with SMEs expanded through internship/learnership programmes (number of learners). 48 Output : A national database of small businesses supported with skills development is established and the impact of training reported on. Ref :1 A national database of supported small businesses established. Target Year /14 None None. 500 None :2 The impact of MICT SETA supported training None. 5 1 in SMEs reported on. 50 Output : SETAs engage with trade unions, NGOs and community-based organisations in their sector and identify skills needs and strategies to address needs :1 The skills needs of trade unions, NGOs and community-based organisations in the MICT Sector identified. None :2 Strategies developed to address these needs. 52 Output : SETAs establish quality pilot projects :1 A sector skills development project piloted with selected trade unions, NGOs and community-based organisations. 53 Output : Stakeholders expand successful projects with support from NSF. 54 Output : Career guides are developed with labour market information from SETAs, addressing sub sectors within their sector :1 Skills development with selected trade unions, NGOs and community-based organisations expanded through partnership NSF funding :1 Career guides developed with MICT labour market information, addressing the MICT None. 5 1 None None MICT SETA 2012 Career Opportunities Guide. sub sectors :2 MICT Career Opportunities Guide distributed. MICT SETA 2012 Career Opportunities Guide :3 MICT Career Opportunities Guide distributed. MICT SETA 2012 Career Opportunities Guide. 57 Output : Sector stakeholders are engaged and programmes are adjusted to meet the skills and qualification needs to promote comprehensive career development :1 Stakeholders engaged through questionnaires to review and adjust skills and qualification needs :3 Stakeholders engaged through focus groups to review and adjust skills and qualification needs :4 Stakeholders engaged through questionnaires, roadshows and focus groups to review and adjust skills and qualification needs. 60 Identify the top scarce skills in each subsector as indicated by the MICT Sector. 61 Produce an annual Career Opportunities Guide, based on the Scarce and Critical Skills in the Sector, and distribute this guide to secondary schools and tertiary institutions. M SSP 1 Top scarce skills in each subsector, as indicated by the MICT Sector, presented in chapter 5 of the SSP. M SSP 2 Refer to :1 62 Simplify and, such as capturing ATR/WSP data. M SSP 3 SSP process flows and SDF Reference Manual reviewed annually None None None. 5 1 Chapter 5 in the 2012/17 SSP 2012/13 SSP process flows and SDF Reference Manual Provide stakeholders with information on its processes. M SSP 4 Refer to M SSP 3 64 Develop and maintain a database of skilled, knowledgeable M SSP 5 Reviewed and updated annually None. 5 1 candidates, with data pertaining especially to females and people with disability, as per the sector scarce and critical skills. 65 Changes in technology need to be addressed. Not all qualifications are obtainable locally. Peripheral areas around the ICT environment such as Information and Knowledge Management need attention. M SSP 6 Changes in technology and required additional qualifications researched. None Identify mentoring and coaching programmes. M SSP 7 Types of mentoring and coaching None. 1 1 programmes researched. 67 Identify small businesses and identify their needs. M SSP 8 Needs of small businesses identified. None Identify Green jobs skills in the Sector. M SSP 9 "Green Job" skills researched. None Identify developments against ICT related crime and M SSP 10 Developments against ICT related crime None. 1 1 sponsor ICT security learning programmes. identified. 70 Identify CSIR, Aerospace, STB stakeholders, BPS stakeholders, export companies and companies with R&D capability in skills development. M SSP 11 CSIR, Aerospace, STB stakeholders, BPS stakeholders, export companies and companies with R&D capability in skills None Obtain Telkom s rural telecommunications development plan to assess skills development cooperation for the rural development identified. M SSP 12 Skills development needs of Telkom s rural telecommunications development plan None. 1 1 Page 126 MICT Sector Skills Plan, , Version 1.3, November 2012

131 Item Outputs Indicator 2013/18 Baseline Target 5 Year Qty assessed. Also with Neotel and the cellular operators. M SSP 13 Information to the provincial governments and skills development fora provided. Ref Target Year /14 telecommunications infrastructure be provided/improved by Telkom. Also with Neotel and the cellular operators. 72 Provide information to the provincial governments and skills None. 1 1 development fora. 73 Contribute to the DHET s integrated education and training M SSP 14 ESSA data provided if requested. 2012/13 ESSA data. 5 1 management information system where possible. 74 Provide input to DHET on scarce and critical skills in the M SSP 15 Refer to M SSP 1. sector. 75 Maintain a strong SMS. M SSP 16 SMS reviewed annually. 2012/13 SMS review 5 1 documentation. 76 Communicate DHET legal and legislative goals to M SSP 17 SDF Communiques distributed. 2012/13 SDF 15 3 stakeholders. Communiques 77 Analyse the Higher Education Management Information M SSP 18 HEMIS data analysed and presented in Chapter 5 in the 5 1 System (HEMIS) data in terms of its sector. chapter 5 of the SSP. 2012/17 SSP 78 Undertake research to establish the impact on the NSDS. M SSP 19 Research undertaken to establish the impact None. 5 1 on the NSDS. 79 Collaborate on research activities with the HRDSA, the M SSP 20 Collaborated on research activities with the None. CHE, SAQA and other related bodies. HRDSA, the CHE, SAQA and other related bodies where requested. 80 Perform/commission research and contribute findings to M SSP 21 Findings contributed to DHET as requested. None. DHET. 81 Contribute reports to the electronic library of NSDS reports. M SSP 22 Reports contributed to the electronic library of None. NSDS reports as requested. 82 Expand the number of occupations beyond those initially M SSP 23 New occupations submitted to DHET as None. selected. required. 83 Address CV writing, presentation skills, mathematical skills, M ETQA 1 Review of stakeholder needs, confirmation of None. 1 1 communication skills, technical ability, interview techniques list and develop a focused skills programme and etiquette, covering letters, time-keeping, dress code, and language and grammar skills in Learnership qualifications. 84 Review qualifications to address some more specific skills such as copywriting skills, art direction and design skills, media skills, Customer Relations Management skills, digital skills, IT Security skills, ESM specialist skills or security specialist skills, and off shoring skills, with a focus on Service Desk skills. M ETQA 2 Research report None Simplify and improve processes, such as the accreditation M ETQA 3 Review processes 2012/13 ETQA 5 1 process. process flows 86 Provide stakeholders with information on its processes. M ETQA 4 Communicate processes None Develop relevant training intervention qualifications and programmes, based on the Scarce and Critical Skills inputs provided by stakeholders through the submission of their WSP data, with strong participation from stakeholders. Determine the correct entry level requirement that fits the job. There must be an entry level standard. M ETQA 5 Qualification review None Changes in technology need to be addressed. Not all qualifications are obtainable locally. Peripheral areas around the ICT environment such as Information and Knowledge Management need attention. M ETQA 6 Research and qualification review None Seta-registered skills programmes for senior management M ETQA 7 Skills programmes for senior management None and specialists, particularly for equity transformation. and specialists implemented (E.G. AEP). 90 Career and development frameworks that span the industry. M ETQA 8 Career and development frameworks that ICT Framework 1 span the industry reviewed 91 Continued up-skilling courses and re-fresher courses in new M ETQA 9 No action. technologies. 92 Include Green jobs skills in qualifications. M ETQA Research and qualification review. None Develop learning programmes for Open Source Software to support the FOSS Policy and the ecosystem. This can be achieved by directly supporting skills programmes at FET colleges as well as supporting the creation of FOSS curricula for both FET Colleges and high schools. M ETQA 11 Qualifications are not vendor specific. No action. 94 Create/support a body in SA to accredit FOSS-related courses. 95 Mentoring and coaching programmes. This should focus on the personal development through career advice. Mentorship and coaching of learners from experts within the sponsor company. 96 Develop above-average language and writing skills; excellent presentation skills and good CV-writing abilities in employees. 97 Business acumen, coaching and fast track programs for specialist and managerial roles. Provision of general business, communication and management skills. M ETQA Out of scope. 12 M ETQA Development of a focused skills programme. None M ETQA 14 M ETQA Learning Programmes in the Electronics Sector. M ETQA 16 Qualifications reviewed. None. 2 1 Qualifications reviewed. None. 2 1 Qualifications reviewed. None. 2 1 MICT Sector Skills Plan, , Version 1.3, November 2012 Page 127

132 Item Outputs 99 Ensure a sufficient balance of technical / theoretical knowledge with strong practical-application/workplaceexperience components within educational institution qualifications to ensure readiness for technical roles in the MICT Sector. 100 Ensure GET, FET and HET institutions to address CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, time-keeping, dress code, and language and grammar skills need to be addressed in their curricula. 101 Include multimedia, film development and production of content training in FET Colleges. 102 Support and assist the QCTO with learnership/qualification development. Ref M ETQA 17 M ETQA 18 Indicator 2013/18 Baseline Target 5 Year Qty Target Year /14 Qualifications reviewed. None. 2 1 Refer to M ETQA 14 M ETQA 19 Contact Umalusi/QCTO. None. 1 1 M ETQA Signed SLAs with the QCTO to be a QDP. None Encourage development of more ISOEs. M ETQA ISOEs identified and recognised. 2 in 2012/ Cooperate with and promote awareness of professional M ETQA Research and liaise with SAQA on None. 1 1 bodies to provide a series of professional qualifications for 22 registration of professional bodies. the working practitioner. 105 Partner with the professional organisations to promote M ETQA QCTO partnership formed to promote CPD. None. 5 1 Continued Professional Development Maintain a strong SMS. M ETQA SMS reviewed annually. 2012/13 SMS review documentation. 107 Identify and monitor curriculum innovations. M ETQA Research report None Develop an integrated pipeline of delivery for relevant M ETQA Research report None. 1 1 occupations Support the consolidation of relevant SETA-based Learnerships into single occupation-specific programmes, with provision for sectoral and other specialisation fields, for the selected occupations. M ETQA 27 Cooperate with the QCTO and review qualifications. None Monitor and evaluate the provision of training by training providers. 111 Support scarce skills in each subsector as indicated by the MICT Sector. 112 Increase the uptake and usage of ICTs and intensify skills development programs amongst unemployed, with a view also on youth in the rural areas. 113 Address CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, time-keeping, dress code, and language and grammar skills in Internships. M ETQA In place 28 M LPD 1 Minimum % of SLAs awarded addressing scarce (occupation) skills, excluding End- User Computing. None. 30% M LPD 2 End-User in rural areas increased in 2012/ M LPD 3 Refer to item Provision of bursaries. M LPD 4 Refer to :3 115 Fund an upliftment programme. M LPD 5 Research report None Provide more funding for employers to host learners, as it is getting expensive to pay learners salaries, transport and food without them being fully productive. M LPD 6 Policies reviewed annually. 2012/13 policies Sponsor further training in the workplace where on an alternating method, the employer is responsible for paying for 1 training intervention / qualification and when the employer proves to the MICT SETA that they have paid for one session, the MICT SETA could then sponsor the next training session for a further qualification. M LPD 7 Research report None Manage expectations of entry-level learners (induction). M LPD 8 Induction programme reviewed annually. 2012/13 induction 5 1 programme 119 Increase rural presence and development through New M LPD 9 NVC not a priority currently. Venture Creation. 120 Fund the education, facilitation of being mentored to be an M LPD 10 Refer to :2 entrepreneur. 121 Consider providing grants for research projects and funding for relevant conferences, study tours, seminars and workshops, overseas secondments, attendance of film markets and other industry exhibitions. M LPD 11 Policy reviewed annually. 2012/13 policies Software development Learnerships. M LPD 12 Research report None Simplify and improve processes, such as registering M LPD 13 Processes reviewed. 2012/13 processes 5 1 Learnerships and applying for Discretionary Grants. 124 Provide stakeholders with information on its processes. M LPD 14 Processes communicated. None In the Advertising Subsector, employment across all race groups has declined, but more markedly for Black employees over the period 2009 to In particular, the Advertising Subsector, the Electronics Subsector, the Information Technology Subsector and to some extent the Telecommunications Subsector, need to address race and M LPD 15 With regard to Electronics, IT and Telecoms, only LOIs indicating 60%+ female learners considered. None. 60% 60% Page 128 MICT Sector Skills Plan, , Version 1.3, November 2012

133 Outputs Indicator 2013/18 Baseline Target 5 Year Qty gender equity. 126 Address employment of people with disabilities. M LPD 16 % of people with disability on End-User Computing programmes 5% Year 1&2, 10% Item 127 Address race equity in the managerial and professional occupations. Ref Year 3-5 M LPD 17 80% MICT SETA funding on all SLA addressing managerial and professional occupation skills development. 128 Sponsored placement for work experience programmes. M LPD 18 Refer to :2 et al 129 Sponsored Learnerships. M LPD 19 In place 130 Bridging programmes. M LPD 20 In place 131 Sponsorship for further studies in the chosen field of expertise e.g. Marketing, Creative Design, Entertainment Management, Content Management, etc. 132 Careful selection, continued encouragement and suitable mentoring. Mentorship and coaching of learners from experts within the sponsor company. 133 Continued up-skilling courses and re-fresher courses in new technologies. Access to fora where learners can pose questions/problems. Constant reinforcement. M LPD 21 In place M LPD 22 Refer to M ETQA Support small businesses. M LPD 24 Refer to :2 135 Identify retrenchees who are interested in running their own M LPD 25 Out of scope. small businesses. 136 Implement Green jobs skills development. M LPD 26 Green jobs skills development implemented. 137 Provision of bursaries. Partner with employers and HETs to M LPD 27 Refer to :3 sponsor Masters and Doctorate learners through bursaries. Encourage larger numbers of graduates with tertiary MICT skills through partnering with industry and the awarding of conditional bursaries. Target Year /14 None None. 80% 80% M LPD 23 Address through SDF Reference Manual None. 5 1 None Support SMEs through learning programmes and new venture creation. M LPD 28 NVC not a priority currently, SMEs - refer to : Train installers and maintainers. M LPD 29 Research report None Address the top scarce skills in each subsector. M LPD 30 Refer to M LPD Implement mentoring and coaching programmes. M LPD 31 Mentoring and coaching programmes implemented. None Implement above-average language and writing skills, excellent presentation skills and good CV-writing abilities in employees. 143 Implement business acumen, coaching and fast track programs for specialist and managerial roles. Provision of general business, communication and management skills. 144 Support MICT SETA stakeholders that are involved in developments against ICT related crime and sponsor ICT security learning programmes. 145 Support CSIR, Aerospace, STB stakeholders, BPS stakeholders, export companies and companies with R&D capability in skills development. 146 Using input from the SSP Division on Telkom s rural telecommunications development plan, sponsor rural End User Computing/Call Centre Learnership through Telkom. Also form this type of partnership with Neotel and the cellular operators. 147 Promote and sponsor internship and learnership learning programmes (including End-User Computing and New Venture Creation) to and partner with these institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. 148 Encourage people to enter new ventures with a view on lower-energy technologies and green jobs, for example training of installers of solar powered equipment. M LPD 32 Above-average language and writing skill, excellent presentation skills and good CVwriting abilities implemented in employees. M LPD 33 Business acumen, coaching and fast track programs for specialist and managerial roles implemented. General business, communication and management skills provided. None None M LPD 34 Research and qualification review. None. 5 1 M LPD 35 CSIR, Aerospace, STB stakeholders, BPS stakeholders, export companies and companies with R&D capability supported in skills development. M LPD 36 Skills development needs of Telkom s rural telecommunications development plan supported. Also with Neotel and the cellular operators. M LPD 37 NVC out of scope. M LPD 38 NVC out of scope. None None Support to FET institutions through Train-the-Trainer and M LPD 39 Not a priority currently Learnerships. 150 Support Centre(s) of Excellence. M LPD 40 Refer to M ETQA Partner FETs with ISOEs. M LPD 41 Strategies developed. None M LPD Strategies implemented. None Upgrade/develop the capacity of relevant colleges, M LPD 42 Out of scope. excluding improvement of facilities for the selected occupations. 154 Manage expectations of entry-level learners (induction). M LPD 43 Refer to M LPD Partner with DBE and DHET for train-the-trainer learning M LPD 44 Out of scope. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 129

134 Item Outputs programmes. 156 Partner with DHET s Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance. 157 Partner with government institutions and PSeta to sponsor End-User Computing and MICT learning programmes. 158 Work with SOEs and strategic partners to develop skills for technicians in the MICT Sector. 159 Contribute to the DoC s targets through the provision of skills development support as identified by industry and the DoC. 160 Work with incubators such as Bandwidth Barn, Ref M LPD 45 Not a priority currently Indicator 2013/18 Baseline Target 5 Year Qty Target Year /14 M LPD 46 Research report. None. 1 1 M LPD 47 Refer to :3, :5, :4, M LPD 50 et al M LPD 48 LOI from DoC implemented. None. 5 1 M LPD 49 Incubator Internships implemented. 2012/13 Incubator SmartXchange, Innovation Hub SLAs 161 Sponsor 3- to 5-year new ventures and incubators/isoes. M LPD 50 Out of scope. None. 162 Partner with the National Youth Service. M LPD 51 None. 163 Set up co-ops. M LPD 52 Out of scope. 164 Provide support to the Electrotechnical Export Council. M LPD 53 Research report None Engage with Productivity SA. M LPD 54 Proposal developed None Work with local community, NGOs, and municipalities. M LPD 55 Refer to :1, :1, M LPD Attempt to assist potential retrenchees in the traditional sectors with ABET and End User Computing training to improve their prospects of re-employment in other sectors, utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This will require cross-sectoral partnering with Agriseta and MQA. M LPD 56 Needs research None Maintain a strong SMS. M LPD 57 Reviewed annually None Contribute funding to Universities and Universities of M LPD 58 Refer to :4 Technology learners through bursaries. 170 Develop and maintain sound policies and systems for the M LPD 59 Refer to M LPD 16 implementation of adult education and training programmes. 171 Facilitate and improve several of the MICT SETA processes, M LPD 60 Refer to M LPD 13 such as registering Learnerships, applying for Discretionary Grants, and the accreditation process. 172 Address RPL. M LPD 61 Strategy developed. None M LPD Strategy communicated. None Provide stakeholders with information on its processes. M M&E 1 Information provided to SSP None Ensure credible planning, budgeting, costing, research and monitoring, as well as evaluation capabilities that will achieve the required outcomes and provide an early warning system to correct any deviations from structured plans. M M&E 2 Monitoring and Evaluation processes reviewed and in place. None. 176 Distribute the annual Career Opportunities Guide to secondary schools and tertiary institutions, as well as exhibiting at exhibitions when the occasion arises. 177 Publish a notice in the press or other media inviting those embarking on new ventures to come forward. Then assess and determine ways in which Seta can assist to develop the new ventures. 178 Vigorously market the database of skilled, knowledgeable candidates. 179 Embark on an awareness programme, inclusive of rural areas that will inform potential candidates, namely youngsters and in particular women, on the opportunities in the sector. M MC 1 Refer to :3 M MC 2 Refer to Marketing and Communications strategy M MC 3 Refer to Marketing and Communications strategy M MC 4 Refer to :3 180 Communicate DHET legal and legislative goals to M MC 5 Refer to Marketing and Communications stakeholders. strategy 181 Based on inputs from DHET, communicate information M MC 6 Refer to Marketing and Communications about the NSF. strategy 182 Project plan to assist the organisation with processes, M QMS 1 Project Plan for the improvement of policies and procedures. processes, policies and procedures in all Divisions / Departments in place. 183 Reporting on status quo in all Divisions / Departments. M QMS 2 Report on the implementation of the Project Plan for the improvement of processes, policies and procedures in all Divisions / Departments. 184 Collated performance reports on predetermined objectives. M QMS 3 Quarterly performance reports on predetermined objectives available each Quarter. 185 Mentoring and coaching programmes. This should focus on M COR 2 Out of scope. the possibility of tax incentives for the individual. 186 Internships to be provided higher status in BBBEE. M COR 3 Out of scope. 187 DBE and DHET to institute stricter control of quality of M COR 4 Out of scope. education and training at grass roots level (especially in rural areas). 188 Encourage DBE and DHET to encourage GET, FET and M COR 5 Out of scope. None. None. None. None. Improvement plans from the previous year Reports from the previous year. Annual report from the previous year Page 130 MICT Sector Skills Plan, , Version 1.3, November 2012

135 Item Outputs HET institutions to address CV writing, presentation skills, mathematical skills, communication skills, technical ability, interview techniques and etiquette, covering letters, timekeeping, dress code, and language and grammar skills need to be addressed in their curricula. 189 Implement DHET new policies and programmes in support of ABET, and expand the current provisioning of formal adult education and training programmes. 190 Annual review report on Seta Management System (SMS) Service Level Agreement (SLA) Ref M COR 6 Refer to M LPD 2 Indicator 2013/18 Baseline Target 5 Year Qty M IT 1.1 Improvement actions on issues from quarterly SLA review meetings summarised at the end of every year. 191 Annual review report on SMS features M IT 1.2 Review of results on the piloting of new features and the review of old features reported at the end of every year. 192 Annual review report on the review of SLAs with Information Communication Technology (ICT) service providers. M IT 1.3 Report on the review of SLAs with Information Communication Technology (ICT) service providers at the end of every year. SLA annual review report of the previous year. Review report on features of the previous year. Review report on features of the previous year. Target Year / DM1: Assessment of skills required for each sector and the DM 1.1 Refer to :1 to :4 identification of scarce skills. 194 DM 1.2 Refer to to DM2: How the levels of education will be improved and DM2.1 Refer to :1 to :5 addressed in the sector. 196 DM2.2 Refer to :1 to :1 197 DM3: Partnerships between SETAs and Public FET DM3.1 Refer to :2 Colleges. 198 DM4: The number of bursaries awarded/to be awarded to DM4 Refer to :3, :4 deserving SA citizens in critical skills at the 23 Universities and 50 FET Colleges. 199 DM5: Scarce and critical skills needed in the sector, how it DM5.1 Refer to :1 to :4 will be addressed, the number of learners that will be trained and placed as well as the companies that will be involved. 200 DM5.2 Refer to :1 to :4 201 DM5.3 Refer to DM5.4 Companies selected as demand indicated in WSPs. 203 DM6: Number of agreements signed with Public FET DM6.1 Refer to :2 to :3 Colleges, Universities and other training providers as well as the amount approved for each agreement which should also reflect the number of learners to be trained, types of training programmes and the programmes that are in place for the current financial year. 204 DM6.2 Refer to :4 205 DM6.3 Not applicable, the Seta funds levy-paying companies who in turn procure services from training providers. 206 DM7: Targets as reflected in the Strategic Plan and Annual DM7.1 Targets as reflected in the Strategic Plan None. 5 1 Performance Plan must be credible and linked to a "Baseline". credible and linked to a "Baseline". 207 DM7.2 Targets as reflected in the Annual None. 5 1 Performance Plan credible and linked to a "Baseline". 208 DM8: Placement of students in industry as part of the agreement between the SETA and companies. DM8.1 Refer to :2 209 DM9: A comprehensive plan on making the public service a training space should be developed, with targets per annum to change the lives of the youth. DM9.1 A comprehensive plan developed, making the public service a training space. 210 DM9.2 Targets per annum established. 211 DM10: Rural Development programmes and how it will be DM10.1 Refer to :2 to :3 implemented. 212 DM11: Progress in the implementation of Recognition of DM11.1 Recognition or Prior Learning implemented. Prior Learning. 213 DM12: Presence of SETAs in rural areas and townships, DM12.1 Refer to :2 and how and by when will it be implemented. 214 DM13: Number of Public FET College and University DM13.1 Refer to :2, :1, :2 students placed in companies to obtain work experience. 215 DM14: Facilitating the exposure and placement of FET DM14.1 Refer to :1, :2 College lecturers to industry. 6.4 The MICT SETA Budget None. 1 1 The MICT SETA obtains its revenue from levies collected from its constituent employers as legislated through the Skills Development Levies (SDL) Act. Levies received are allocated in accordance with None. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 131

136 Mandatory Grants, Discretionary Grants and Administration costs as per the requirements of the SDL Act. Other revenue sources include interest and penalties received on late SDL payments and interest on investments, the budget summary is as follows: MICT SETA SUMMARISED BUDGET 2013/ / / / /18 Income LEVIES RECEIVED * Admin (10%) * Discretionary (20%) * Mandatory (50%) INTEREST RECEIVED TOTAL INCOME Admin expenditure Mandatory expenditure Discretionary expenditure TOTAL EXPENDITURE Surplus/Deficit Page 132 MICT Sector Skills Plan, , Version 1.3, November 2012

137 MICT SETA 2013/14 Budget Summary (Level 2) 2013/ / / / /18 Income LEVIES RECEIVED * Admin (10%) * Discretionary (20%) * Mandatory (50%) Interest on bank accounts Penalties and interest Other income TOTAL INCOME Admin expenditure (excluding CAPEX) * Internet, website and computer supplies * Advertising and promotion * Consultation/Outsourcing Finance Outsourcing QCTO (SAQA Consultants) Facilitation fees Hettie Barkhuizen (Secretarial Services) Other Consulting fees * Audit (internal) * Audit (external) * Rental - buildings * Rental - equipment * Travel and accommodation * Payroll * other Board- and Board Subcommittee expenses Conferences, Seminars & Forums Legal Fees Postage and Courier Services Staff refreshments Stationary Focus Groups Printing Telephone/cellphone and call centre Training and Staff Development Research and development Water and Electricity Other categories (Annexure A) CAPEX budget MANDATORY Mandatory expenditure Discretionary expenditure TOTAL EXPENSES Deficit MICT Sector Skills Plan, , Version 1.3, November 2012 Page 133

138 ANNEXURE A Other Categories Description 2013/ / / / /18 Admin expenses-plants Bad debt expense Bank Charges Catering and Entertainment Cleaning Costs Employee's dependents eductation expediture ETQA Certificates Gifts Licenses Meeting expenses Other Admin Expenditure Other audit (ISO 9001 Audit) Repair and Maintenance Recruitment Security Expenses Short Term Insurance Subscription and Membership Workmen's Compensation Page 134 MICT Sector Skills Plan, , Version 1.3, November 2012

139 Appendix 1: Employment by Occupation and Province Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Local or Provincial Government Legislator Member of Parliament / Parliamentarian Defence Force Senior Officer General Manager Public Service Senior Government Official Senior Government Manager Elected Official Director (Enterprise / Organisation) Finance Manager Payroll Manager Credit Manager Internal Audit Manager Personnel / Human Resource Manager Business Training Manager Compensation and Benefits Manager Recruitment Manager Employee Wellness Manager Health and Safety Manager Policy and Planning Manager Corporate General Manager Corporate Services Manager Physical Asset Manager Contract Manager Programme or Project Manager Franchise Manager Labour Recruitment Manager Quality Systems Manager Sales and Marketing Manager Sales Manager Director of Marketing Interactive and Direct Marketing Strategist Customer Service Manager Advertising and Public Relations Manager Research and Development Manager Agricultural Farm Manager Production / Operations Manager (Forestry) Production / Operations Supervisor (Forestry) Manufacturer Production / Operations Manager (Manufacturing) Engineering Manager Power Generation Production/Operations Manager Production / Operations Manager (Mining) Mineral Resources Manager Construction Project Manager Project Builder Supply and Distribution Manager Logistics Manager Road Transport Manager Warehouse Manager Fleet Manager Chief Information Officer ICT Project Manager Data Management Manager Application Development Manager Information Technology Manager Information Systems Director Child Care Centre Manager Sport Science Manager Social Services Manager Community Development Manager School Principal Faculty Head Rector (Educational) Registrar / Councillor (Educational) Head of Department (Teacher) Credit Bureau Manager Financial Markets Business Manager Environmental Manager Laboratory Manager Small Business Manager Office Manager Practice Manager MICT Sector Skills Plan, , Version 1.3, November 2012 Page 135

140 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Library Manager Insurance Policy Administration Manager Commissioned Fire and Rescue Officer Operations Manager (Non Manufacturing) Operations Foreman (Non Manufacturing) Hotel or Motel Manager Reception Manager Café (Licensed) or Restaurant Manager Catering Production Manager Reservations Manager Importer or Exporter Wholesaler Retail Manager (General) Betting Agency Manager Gaming Manager Arts / Culture Manager Sports Administrator Fitness Centre Manager Facilities Manager Cleaning Services Manager Security Services Manager Call or Contact Centre Manager Dockmaster Travel Agency Manager Physicist Meteorologist Chemist Geologist Geophysicist Actuary Mathematician Statistician Biologist (General) Biochemist Biotechnologist Botanist Marine Biologist Microbiologist Zoologist Medical Scientist Agricultural Scientist Forester / Forest Scientist Conservation Scientist Environmental Scientist Water Quality Analyst Industrial Engineer Industrial Engineering Technologist Civil Engineer Civil Engineering Technologist Environmental Engineer Mechanical Engineer Mechanical Engineering Technologist Aeronautical Engineer Armament Engineer (Defence Industry) Armament Engineering Technologist (Defence Industry) Chemical Engineer Mining Engineer Mining Engineering Technologist Metallurgical Engineer Metallurgist Biomedical Engineer Quantity Surveyor Materials Engineer Materials Engineering Technologist Electrical Engineer Electrical Engineering Technologist Electronics Engineer Electronics Engineering Technologist Telecommunications Engineer Telecommunications Engineering Technologist Telecommunications Network Engineer Telecommunications Field Engineer Architect Industrial Designer Page 136 MICT Sector Skills Plan, , Version 1.3, November 2012

141 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Urban and Regional Planner Transport Analyst Cartographer Surveyor Graphic Designer Illustrator Multimedia Designer Web Designer General Medical Practitioner Resident Medical Officer Radiologist Specialist Physician (General Medicine) Registered Nurse (Medical Practice) Paramedical Practitioner Sports Scientist Veterinarian Livestock Inspector Hospital Pharmacist Industrial Pharmacist Retail Pharmacist Environmental Health Officer Safety, Health, Environment and Quality (SHE&Q) Practitioner Ergonomist Occupational Therapist Biokineticist University Lecturer Accounting Teacher (Grades 10-12) Computer Applications Technology Teacher (Grades ) Life Orientation Teacher (Grades 10-12) Mathematics Teacher (Grades 10-12) Physical Science Teacher (Grades 10-12) Early Childhood Development Practitioner Education or Training Advisor Education or Training Reviewer Distant Education Teacher / Correspondence School Teacher ICT Trainer Examination Supervisor Accountant (General) Management Accountant Tax Practitioner External Auditor Accountant in Practice Financial Accountant Forensic Accountant Investment Analyst Investment Manager Investment Advisor Financial Markets Practitioner Professional Principal Executive Officer Financial Investment Advisor Management Consultant Organisation and Methods Analyst Intelligence Officer Policy Analyst Company Secretary Corporate Treasurer Compliance Officer Organisational Risk Manager Accounting Officer Business Administrator Internal Auditor Careers Counsellor Skills Development Facilitator / Practitioner Human Resource Advisor Workplace / Industrial Relations Advisor Occupational Analyst Labour Market Analyst Training and Development Professional Occupational Instructor / Trainer Assessment Practitioner Student Support Service Officer Advertising Specialist MICT Sector Skills Plan, , Version 1.3, November 2012 Page 137

142 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Market Research Analyst Marketing Practitioner Market Campaign Analyst Communication Coordinator Marketing / Communication Strategist Corporate Communication Manager Event Producer Sales Representative / Salesman (Industrial Products) Sales Representative (Educational Products and Services) Printing and Publishing Sales Representative ICT Account Manager ICT Business Development Manager ICT Sales Representative ICT Systems Analyst Software Developer Programmer Analyst Developer Programmer Multimedia Specialist Web Developer Applications Programmer Quality Assurance Analyst (Computers) Database Designer and Administrator Systems Administrator Computer Network and Systems Engineer Network Analyst ICT Security Specialist Technical (ICT) Support Services Manager Attorney Administrative Lawyer Patent Attorney Advocate Judge Magistrate Adjudicator Archivist Gallery or Museum Curator Conservator Librarian Information Services Manager Economist Anthropologist Archaeologist Geographer Sociologist Criminologist Historian Organisational Psychologist Research Psychologist Psychometrician Employee Wellness Practitioner Author Book or Script Editor Technical Writer Copywriter Newspaper or Periodical Editor Print Journalist Radio Journalist Television Journalist Media Monitor Interpreter Translator Linguist Painter (Visual Arts) Composer Music Director Music Researcher Music Copyist Director (Film, Television, Radio or Stage) Director of Photography Film and Video Editor Program Director (Television or Radio) Technical Director Video Producer Police Video Unit Manager and Producer Page 138 MICT Sector Skills Plan, , Version 1.3, November 2012

143 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Casting Director Film and Television Production Manager Radio or Television Programme Organiser Location Manager (Film or Television) Media Producer Actor Radio Presenter Television Presenter Entertainer or Variety Artist Community Arts Worker Chemistry Technician Physical Science Technician Civil Engineering Technician Surveying or Cartographic Technician Town Planning Technician Electrical Engineering Technician Electric Substation Operations Manager Energy Efficiency Technician Electronic Engineering Technician Mechanical Engineering Technician Chemical Engineering Technician Mining Technician Metallurgical or Materials Technician Draughtsperson Fire Investigator Food and Beverage Technician Manufacturing Technician Industrial Engineering Technician Production / Operations Supervisor (Mining) Production / Operations Supervisor (Manufacturing) Maintenance Planner Building Associate Fossil Power Plant Process Controller Nuclear Power Plant Process Controller Wind Turbine Power Plant Process Controller Waste Materials Plant Operator Chemical Plant Controller Metal Manufacturing Process Control Technician Integrated Manufacturing Line Process Control Technician Clothing, Textile, Footwear and Leather Manufacturing Process Control Technician Integrated Manufacturing Line Technician Life Science Technician Environmental Science Technician Agricultural Technician Forestry Technician Aeroplane Pilot Health Technical Support Officer Pharmaceutical Technician Enrolled Nurse Environmental and Occupational Health Inspector Safety Inspector Ammunition Technician Mines Safety Inspector Ambulance Officer Securities Dealer Asset Swap Administrator Credit or Loans Officer Bookkeeper Accounting Technician Statistical and Mathematical Assistant Valuer Insurance Agent Commercial Sales Representative Sales Representative (Personal and Household Goods) Commercial Services Sales Agent Manufacturer s Representative Sales Representative (Photographic Equipment and Supplies) Pharmacy Sales Assistant Retail Buyer Purchasing Officer Commodities Trader Finance Broker Clearing and Forwarding Agent MICT Sector Skills Plan, , Version 1.3, November 2012 Page 139

144 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Events Manager Recruitment Consultant / Officer Labour Recruitment Consultant: Permanent Employment Agency (PEA) Labour Recruitment Consultant: Temporary Employment Services (TES) Property Manager Real Estate Agent Property Lease Administrator Auctioneer Special Services Contracting Agent Sales Representative (Business Services) Business Broker Supply Chain Practitioner Stock and Station Agent Property Portfolio and Asset Manager Marketing Coordinator Bid Assistant Business Support Coordinator Physical Asset Practitioner Office Supervisor Office Administrator Legal Secretary Personal Assistant Customs Officer Taxation Inspector Import-export Administrator Detective Labour Inspector Legal Executive Paralegal Law Clerk Private Investigator Associate Legal Professional Footballer Sports Development Officer Fitness Instructor Photographer Interior Designer Visual Merchandiser Set Designer Library Technician Chef Light Technician Stage Manager Theatrical Dresser Continuity Person Film Technician Microphone Boom Operator Performing Arts Road Manager Computer Operator ICT Communications Assistant Computer Network Technician Geographic Information Systems Technicians Web Technician Broadcast Transmitter Operator Camera Operator (Film, Television or Video) Sound Technician Television Equipment Operator Radio Station Operator Production Assistant (Film, Television or Radio) Telecommunications Technical Officer or Technologist General Clerk Back Office Process Consultant Secretary (General) Word Processing Operator Data Entry Operator Bank Teller Bank Worker Currency Exchange Officer Bank Notes Processor Gaming Worker Debt Collector Tourist Information Officer Page 140 MICT Sector Skills Plan, , Version 1.3, November 2012

145 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Travel Consultant Inbound Contact Centre Consultant Outbound Contact Centre Consultant Contact Centre Real Time Advisor Contact Centre Resource Planner Contact Centre Forecast Analyst Call or Contact Centre Agent Switchboard Operator Hotel or Motel Receptionist Enquiry Clerk Receptionist (General) Survey Interviewer Admissions Clerk Ship's Purser Accounts Clerk Cost Clerk Insurance Administrator Securities Services Administrative Officer Statistical Clerk Insurance Claims Administrator Payroll Clerk Stock Clerk / Officer Dispatching and Receiving Clerk / Officer Order Clerk / Officer Warehouse Administrator / Clerk Production Coordinator Transport Clerk Library Assistant Courier Postal Delivery Officer Mail Clerk Coding Clerk Proof Reader Scribe Filing or Registry Clerk Office Machine Operator Human Resources Clerk Skills Development Administrator Compensation and Benefits Clerk Labour Relations Case Administrator Classified Advertising Clerk Contract Administrator Program or Project Administrators Account Clerk (Public Relations / Communication) Bus Hostess Transport Conductor Cook Waiter Cafe Worker Bar Attendant Barista Hairdresser Make Up Artist Hotel Service Manager Housekeeping Service Manager Commercial Housekeeper Domestic Housekeeper Caretaker Driving Instructor Street Market Vendor Cash Van Salesperson Retail Supervisor Sales Assistant (General) ICT Sales Assistant Checkout Operator Office Cashier Event Stylist Sales Demonstrator Door-to-door Salesperson Call Centre Salesperson Service Station Attendant Food Service Counter Attendant Rental Salesperson Sales Clerk / Officer Child Care Worker MICT Sector Skills Plan, , Version 1.3, November 2012 Page 141

146 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Nanny Hostel Parent Residential Care Officer Personal Care Assistant Fire Fighter Traffic Officer Security Officer Alarm, Security or Surveillance Monitor Retail Loss Prevention Officer Intelligence Operator Emergency Service and Rescue Official Security Consultant Special Forces Operator Air Operations Officer Landscape Gardener Green Keeper Game Farmer Tree Feller Bricklayer Carpenter and Joiner Carpenter Demolition Technician Scaffolder Building Insulation Installer Plumber Air-conditioning and Refrigeration Mechanic Painter Industrial Spraypainter Vehicle Painter Moulder Welder Fitter-welder Sheet Metal Worker Boilermaker Rigger Cable and Rope Splicer Toolmaker Locksmith Metal Machinist Fitter and Turner Automotive Motor Mechanic Automotive Engine Mechanic Aircraft Maintenance Mechanic Aircraft Structures Worker Mechanical Equipment Repairer Mechanical Fitter Diesel Mechanic Heavy Equipment Mechanic Bicycle Mechanic Precision Instrument Maker and Repairer Scale Fitter Engraver Textile, Leather and Related Materials Handicraft Workers Pre-press Technical Worker Electronic Originator Printing Machinist Small Offset Printing Machine Operator Screen Printer Continuous Stationery Printing Machine Technician Rotary Printing and Re-reeling Flexographic Machine Technician Commercial Digital Printer Binder and Finisher Guillotine Operator Folding Machine Operator (Paper Products) Saddle Stitch Machine Operator Commercial Mailing Machine Operator Electrician Electrical Installation Inspector Millwright Mechatronics Technician Weapon Systems Mechanic Electrical Equipment Mechanic Armature Winder Page 142 MICT Sector Skills Plan, , Version 1.3, November 2012

147 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Electrical Line Mechanic Cable Jointer Avionics Mechanician Business Machine Mechanic Electronic Equipment Mechanician Instrument Mechanician Special Class Electrician Data and Telecommunications Cabler Telecommunications Cable Jointer Computer Engineering Mechanic Telecommunications Line Mechanic Telecommunications Technician Communications Operator Cabinetmaker Tailor Textile Produce Mender and Embroiderer Upholsterer Diver Crop Produce Analyst Panelbeater Photographer's Assistant Mineral Processing Machine Operator Metal Processing Plant Operator Photographic Developer and Printer Plastics Production Machine Operator (General) Paper Products Machine Operator Fibre Preparing, Spinning and Winding Machine Operator Sewing Machine Operator Coffee and Tea Processing Machine Operator Milling Process Machine Operator Boiler or Engine Operator Labelling Machine Operator Packing Machine Operator Filling Line Operator Packaging Manufacturing Machine Minder Cable Manufacturing Machine Minder Integrated Manufacturing Line Machine Setter Engineering Production Systems Worker Weighbridge Operator Motion Picture Projectionist Machinery Assembler Electrical and Electronic Equipment Assembler Product Assembler Delivery Driver Delivery Driver (Motorcycle) Chauffeur Bus Driver Charter and Tour Bus Driver Passenger Coach Driver Truck Driver (General) Aircraft Refueller Furniture Removalist Earthmoving Plant Operator (General) Crane or Hoist Operator Forklift Driver Domestic Cleaner Commercial Cleaner Tea Attendant Caretaker / cleaner Laundry Worker (General) Ironer or Presser Vehicle Detailer (Valet Servicer) Washroom Attendant Harvester / Picker Game Farm Worker / Assistant Garden Workers Indoor Plant Worker Forestry Worker Mining Support Worker Driller's Assistant Builder's Worker Cement and Concrete Plant Worker Railway Track Worker Sign Erector Packer (Non Perishable Products) MICT Sector Skills Plan, , Version 1.3, November 2012 Page 143

148 Eastern Free KwaZulu- Mpumalanga North Northern Western OFO Occupation Cape State Gauteng Natal Limpopo West Cape Cape Total Meat Packer Metal Engineering Process Worker Timber and Wood Process Worker Food and Beverage Factory Worker Chemical Plant Worker Clay Processing Factory Worker Fabric and Textile Factory Worker Component Fitter Freight Handler (Rail or Road) Truck Driver's Offsider Shelf Filler Store Person Fast Food Cook Kitchenhand Food Trade Assistant Car Park Attendant Waste Material Sorter and Classifier Handyperson Meter Reader Vending Machine Attendant Event Assistant Sheltered Workshop Worker Chemical Mixer Farm Maintenance Worker Electrical or Telecommunications Trades Assistant Mechanic`s Assistant Railways Assistant Electronics and Telecommunications Trades Assistant Trolley Collector Stage or Studio Hand Grand Total Percentage 1.1% 0.8% 79.6% 5.1% 0.3% 0.5% 0.3% 0.2% 12.0% 100.0% Page 144 MICT Sector Skills Plan, , Version 1.3, November 2012

149 Appendix 2: The MICT SETA SSP Continuous Improvement Plan, September 2012, Version The MICT SETA SSP Continuous Improvement Plan, September 2012, Version Introduction The Department of Higher Education and Training (DHET) requires that SETAs develop a strategy for the development of the Sector Skills Plan, taking into consideration the requirements of NSDS III as well as sector and Government imperative needs. This strategy must be reviewed on a biannual basis in the form of a Continuous Improvement Plan (CIP) which is to be submitted to the DHET. 1.2 Background Appendix presents all the issues raised through various media and events that relate to the quality of the MICT SETA Sector Skills Plan (SSP). These issues are presented below, with a summary of what has been done and will be done to address them. 1.3 Continuous Improvement Plan Summarising the way forward with regard to the continuing development of the MICT SETA SSP, the MICT SETA will perform the following before 31 March 2013: Have the November revision of the SSP approved by the MICT SETA Board. Conduct interviews associations in order to add value to the SSP. Include an analysis of age and provincial data in the November revision of the SSP. Bring the relevant Strategy information into the November revision of the SSP. Start work on the tender for 2013/14 which will be directed at obtaining economic model/data and well as labour market model/stats for the sector. Upgrade the Online Grant System to obtain data on education levels and scarce and critical skills for the Aug 2013 revision of the SSP. Monitor and evaluate organisations with regard to data submitted through the ATR/WSP submission process. Note its partnerships with universities such as University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT in the November revision of the SSP. Note its partnerships with FETs in the November revision of the SSP. Note its partnerships with SETAs in the November revision of the SSP. Continue to attend the SIP meetings while awaiting the other parties to determine their skills needs, at which stage the MICT SETA will play an active role. Report on how many organisations are doing any skills development in green occupations in the November version. Include the list of registered Learnerships in the November version. The key organisations will be listed in the November version of the SSP. In addition, the MICT SETA will perform the following during 2012/13. Conduct focus groups and interviews with employers and associations to review the SSP. Include the Education and qualification profile of the workforce in the August 2013 version of the SSP. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 145

150 Appendix A Several issues have been raised with regard to the quality of the MICT SETA Sector Skills Plan (SSP) which need to be addressed. The issues documented below are drawn from: A meeting held with the DHET on the 19 th October A meeting held with the DHET on the 4 th June An received from the DHET on the 4 th August 2012 referring to points that need to be addressed in the CIP. The DHET SSP Cluster Feedback meeting held on the 4 th October A feedback report from DHET on the August 2012 submission of the MICT SSP. A meeting held with the DHET on the 30th October 2012 These issues are: From the meeting held with the DHET on the 19th October 2011: 1. There is no SSP sub-committee of the Board or a Research subcommittee involved in SSPs. 2. What is the role of the SETA board in terms of SSP sign-off? What are the current board mechanisms to deal with SSPs? What accountability role does the SETA Board play in the SSP process? What are the governance structures for the Board to evaluate SSPs? 3. How do we ensure credible data collection? What are the data constraints? What role can the MICTSETA play in the credible mechanism for planning project with the HSRC? What is the alignment between SSPs and strategic plans? Is the SETA integrating the two documents? Reference was made to A credible mechanism for skills planning project in partnership with the HSRC. The project has identified five research agenda themes. 4. The capacity and ability of the Seta to conduct research has a few shortcomings, namely lack of labour market statistics and lack of analysis skills. 5. Did the project with WITS/JCSE lead to any curriculum changes? What is the impact? Are universities willing to partner with SETAs? 6. Should the partnerships with universities be initiated by DHET? There is no SSP sub-committee of the Board or a Research sub-committee involved in SSPs. There is no formal structure in place. The process is in place to have focus groups review the SSP and give feedback. The SETA further elaborated that the SSP is not presented as one; but it is presented on the guise of a strategic session or plan. The Board does not have members who are seconded from the chambers. The Board members are not very well involved in the development of the SSP. The SETA board relies on the SETA staff to compile the SSP. The problem with the SSP is that it is broader than what meets the eye. The WSP and ATR data is delinked from the Employment Equity Act. In terms of implementing skills, the Skills Development Act was partly in place to deal with issues of equity. Mr Mopaki commented that issues of equity are not moving in the private sector except in the government arena. There is a gap between the WSP and ATR data and what is happening in the sector. The SETA has a 34% WSP return. Employment equity has not moved in the media industry. The SETA further commented that there is disjuncture between companies and the SETA in terms of skills planning and the filling of vacancies. The quality of data needs to be of more quality. Is it possible to cut back on the WSP and ATR data and focus on the critical skills list? The SETA can focus on the available vacancies as an indication of the scarce and critical skills. A new division of monitoring and evaluation within the SETA will follow up on the WSP and ATR data. There is a scheduled SETA CEO task team meeting to be held at the MerSETA; there will be a follow up meeting with the DG s office. The SETA would like to see a centralised data collection point for SETAs; they think it will be very much welcome. The SETA commented that they have consulted the CEPD on the challenges of capacity. The CEPD is to be tasked with assessing, reviewing and providing a motivation for the recommendations. The value of the recommendations made must be clearly explained to the SETA. Curriculum changes no. The MICT SETA is partnering with universities we have partnered with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. Impact high level skills needs addressed. DHET is to drive the process. The SETA commented that they do not have a shortage of educated people. Some companies play the role of 2 nd tier Page 146 MICT Sector Skills Plan, , Version 1.3, November 2012

151 7. Strengthening of collaborations between SETAs and educational institutional frameworks within DHET. This will include the Further Education and Training Colleges (FETs) and Universities. What partnerships are in place with regards to the above mentioned institutions? What is the research capacity of the SETA? Can the MICT SETA use the SSP process to influence cooperatives and partnerships with Universities and FETs? 8. Why are learners coming out of FET colleges not able to progress to universities? 9. The structure of the SSP and the strategic plans in terms of timelines. From the meeting held with the DHET on the 4th June 2012: 10. No interface with universities and FETs. 11. Insufficiency of empirical evidence to inform the content and quality of the SSP. Other data sources besides the Annual Training Report (ATR) and Workplace Skills Plan (WSP) data, as well as desk research data, needs to be considered. 12. No dynamic and mutual relationship with universities. 13. No opportunities for the development of young black researchers. 14. Biasness towards the desktop analysis based approach. 15. No credible institutional mechanisms for skills planning. 16. No alignment with other government priorities. 17. Indication of Strategies and Policy but no clear alignment in terms of targets and objectives. 18. No credible data to determine labour market needs. 19. Prioritising, strategizing and positioning for the future. 20. Lack of research capability in the system. 21. Address career gaps in the SSP working closely with SAQA. universities. The SETA commented that there is no single learner from FETs that has been employed into IT companies. This is a sector specific problem. The only collaboration with FETs is for end user computing. M Erra commented that let us use the SSP process to influence co-operatives and partnerships with Universities and FETs. No articulation/progression between FET colleges and universities. The MICT SETA will bring Strategy information into the SSP. The MICT SETA is partnering with universities we have partnered with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. The MICT SETA has budgeted R2 million for 2013/14 which will be directed at obtaining economic model/data and well as labour market model/stats for the sector. This will be put out to tender. Not correct. Currently collaborating with JCSE (WITS). Going forward we will build on current relationships. Regarding technical research skills, we are working with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. Impact high level skills needs addressed. We are researching which universities provide labour market and skills development research capability. Utilising on JCSE research commissioned by the MICT SETA. Have held Focus Groups with stakeholder subsectors. The MICT SETA does have credible institutional mechanisms for skills planning, but there are areas for improvement. R2 million budget, JCSE partnership, CEPD, Accenture (research at presidential level). JIPSA ICT Working Group. The MICT SETA will bring Strategy information into the SSP, as well as review the National Planning Commission report. The MICT SETA is attending the SIP meetings, and is awaiting the other parties to determine their skills needs, at which stage the MICT SETA will play an active role. The MICT SETA will bring Strategy information into the SSP. Acknowledged. The MICT SETA will at Statssa report. The MICT SETA will bring Strategy information into the SSP. Addressed above. The MICT SETA is already working with SAQA, addressing qualification needs identified in the SSP. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 147

152 22. The MICT SETA needs to do research, analyse and verify data and thereafter position themselves to government priorities, create clear targets. Also consider financial resources, how much they have, how much they would need for the project. 23. What is the MICT SETA doing with regard to the green economy? From the received from the DHET on the 4th August 2012: 24. Alignment of SETA priorities to Strategic plans and other government priorities. 25. Involvement of the Board in the development of SSPs. 26. SETA collaborations/partnerships with FET colleges and Universities. The MICT SETA will bring Strategy information into the SSP. Questionnaire to determine who is doing any skills development in green occupations. SAQA occupational qualifications will be reviewed. The SSP and Strategy are already aligned with NSDS III, etc. The MICT SETA will bring Strategy information into the SSP, as well as review the National Planning Commission report. The MICT SETA is attending the SIP meetings, and is awaiting the other parties to determine their skills needs, at which stage the MICT SETA will play an active role. The MICT Board was involved, provided comments for improvement of November version. Aug version approved by Board. Bursary money has been set aside going to a number of FETs. Regarding technical research skills, we are working with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. Impact high level skills needs addressed. We are researching which universities provide labour market and skills development research capability. 27. PIVOTAL programmes. Awaiting legislation. 28. OFO matters. 29. Clear targets in your SSPs including The MICT SETA will bring Strategy information into the SSP. budgets. 30. Registered Learnerships with DHET. To be included in the November version. 31. Improving SETA internal SSP/research capacity. The MICT SETA has two researchers. We are researching which universities provide labour market and skills development research capability. Utilising on JCSE research commissioned by the MICT SETA. Have held Focus Groups with stakeholder subsectors. From the DHET SSP Cluster Feedback meeting held on the 4th October This cluster is defined as comprising Fasset, Inseta, Bank Seta and the MICT SETA. 32. As per points 10 to 20 above. See points 10 to 20 above. 33. Number of enterprises and total For national numbers, see Sections and of the employment nationally and by August 2012 version of the SSP. province covering both the public and Provincial numbers will be presented in the November 2012 private sector. version of the SSP. 34. Size profile (i.e. number of enterprises and employment within size groups and by SIC codes, if possible). 35. Numbers employed in main occupations and occupational groups by age, gender and race. 36. Education and qualification profile of the workforce (NQF levels where possible). 37. Other characteristics of the workforce (e.g. % of workforce with disabilities For size groups, see Sections and of the August 2012 version of the SSP. Major Group by Gender and Major Group by Race is presented in Section of the August 2012 version of the SSP. Major Group by Age will be presented in the November 2012 version of the SSP. This will be provided in the August 2013 version of the SSP. % of workforce with disabilities is presented in Section Page 148 MICT Sector Skills Plan, , Version 1.3, November 2012

153 and estimated incidence of HIV/Aids, etc.). 38. The extent of the informal sector and the growth of emerging SMMEs. 39. Participation of the sector in major Government-funded Development Programmes/Projects. 40. Economic data (e.g. gross and/or net output, share of overall GDP, wage levels, productivity levels and trends, exports and imports, if applicable). 41. Key organisations such as employers, Trade Union Organisations and associated professional bodies in the Sector. 42. Others, such as the composition of N/A. of the August 2012 version of the SSP. In the January 2012 version of the SSP, regarding the estimated incidence of HIV/Aids, it was pointed out that about one-third of companies view this data as being confidential, with some companies stating that this type of data is not a legal requirement. On this same basis, a further 5% of companies indicated that they do not know this data, but even if they did, their company would not disclose it. About 60% of companies stated that they do not know. Finally, only 2% of the companies responded that they have the data and none of their employees have HIV/AIDS. Nevertheless, it was estimated that there were employees in the MICT Sector that have HIV/AIDS, as at 31 March It must be stressed though that this is not an accurate perspective. As a result of the comments and poor response, this was not addressed in Several interviews were conducted with organisations in the Electronic Media and Film and the Advertising sectors in October 2012 and a number more will be conducted in November 2012, the intention being to determine how many informal (non-levy paying) organisations and freelancing individuals there are in these sectors. While respondents interviewed agree that the MICT SETA employment numbers are too low, no one to date has been able to assist with additional data or research. Some respondents have agreed to provide names and contact details of non-levy paying companies in these sectors, as well as the option of possibly communicating through them to their lists of non-levy paying companies and freelancers, and it is suggested that the MICT SETA place adverts in local newspapers around the country requesting freelancers to approach the MICT SETA such that the Seta can possibly assist with critical skills. In the interim, the MICT SETA will make this known in the forthcoming November SSP, but will simply have to state that it is recognised that the current numbers presented for these sectors are low, and that research will be performed and accurate numbers be provided in the August 2013 version of the SSP. The MICT SETA is attending the SIP meetings, and is awaiting the other parties to determine their skills needs, at which stage the MICT SETA will play an active role. The MICT SETA has budgeted R2 million for 2013/14 which will be directed at obtaining economic model/data and well as labour market model/stats for the sector. This will be put out to tender. The key organisations will be listed in the November version of the SSP. These include the National Association of Broadcasters (NAB), National Community Radio Forum (NCRF), Association of Christian Broadcasters (ACB), Independent Forum for Religious Broadcasting (IFRB), Community Television, Media Development and Diversity Agency (MDDA), Association for Communication and Advertising (ACA), Advertising Media Association of South Africa (AMASA), National Electronic Media Institute of South Africa (NEMISA), Cape Film Commission (CFC), Information Technology Association (ITA), Association for Communication and Advertising (ACA), Media Development and Diversity Agency (MDDA), Media Workers' Association of South Africa (Mwasa), Commercial Workers Union (CWU), Computer Society of South Africa (CSSA), South African Communications Forum (SACF), Electronic Industries Federation of South Africa (EIFSA), Black Information Technology Forum (BITF), etc. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 149

154 the sector in terms of foreign/local ownership, investment pattern, etc. if deemed to be appropriate in terms of skills development. 43. Demonstrable engagement with social partners. Focus groups held in November 2011 to obtain feedback on the size of the subsectors. 44. Policy alignment. N/A 45. Contribute to NSDS III. Yes. 46. Identify cross-sectoral issues. FPM, Bankseta, TETA 47. Building Partnerships. Covered. 48. Planning within budget. The MICT SETA will bring Strategy information into the SSP. 49. Data integrity. The MICT SETA has budgeted R2 million for 2013/14 which will be directed at obtaining economic model/data and well as labour market model/stats for the sector. This will be put out to tender. 50. Capacity and preparedness to do performance monitoring and evaluation. 51. Indicate the names of Setas and universities in partnerships with. The MICT SETA has a Division performing this function. FPM, Bankseta, TETA. We are working with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. Impact high level skills needs addressed. The MICT SETA will submit. 52. Submit the scarce skills list in the standard template. 53. Seta presence in the rural areas This will be included in the November version of the SSP. needs to come strong in the SSP. 54. Alignments to the SIPS. Attending all SIP meetings. Awaiting skills requirements. From the SSP evaluation report from DHET on the August No Sector Priorities identified. Identified programmes top Bring in Skills Accord. Job Fund. 57. Alignment of sector priorities to SIPs Attending all SIP meetings. Awaiting skills requirements. not submitted. 58. No targets identified. The MICT SETA will bring Strategy information into the SSP. 59. No names of FET colleges The MICT SETA has projects with the following FETs: mentioned. Ingwe Taletso Waterberg Motheo 60. No specific universities identified for partnerships. 61. Cross-sectoral partnering with Agriseta and MQA to attempt to assist potential retrenchees in the traditional sectors. No further information of whether a plan/agreement has been tabled with MQA or Agriseta provided (pg 87). 62. No age information of employees and their demographics. 63. MICT SETA mentions on page 64 that they will partner with rural learning institutes but those institutes are not specified and they also did not specify which universities and FETs they will be partnering with. The Seta speaks of obtaining Telkom s rural telecommunications development plan and sponsor rural End User Vuselela We are working with University of Venda, University of Pretoria, JCSE (WITS), in discussion with TUT and Vaal Tech and DUT. Awaiting NSF application. Covered. The MICT SETA has projects with the following FETs: Ingwe Taletso Waterberg Motheo Vuselela Page 150 MICT Sector Skills Plan, , Version 1.3, November 2012

155 Computing/Call Centre Learnerships through Telkom on the basis that the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators but there is no proof of whether the process has been started or that Telkom has been approached. 64. The establishment of the QCTO presents an opportunity for the MICT SETA to develop occupationally based qualifications up to NQF level The SETAs presence in the rural areas is not clearly stated. 66. Age of the workforce could be included in the SSP. From the meeting held with the DHET on the 30 th October 2012: 67. There is no programme in terms of strengthening the MICT SETA research capability. 68. There is no educational profile of the sector. 69. There is no Continuous Improvement Plan (CIP) to improve the SSP and Strategy. 70. No feedback to management from the Cluster meetings. 71. The top 10 skills presented to the Minister are different to those represented in the SSP. 72. What is the research strategy for the development of the SSP? 73. What is the strategy to develop a credible mechanism for planning (NSDS III 4.1)? 74. Have we included contribution to the Minister s performance agreement with the President, available from the Presidential website? Seta to conduct a full review on all qualifications, and develop new qualifications. The MICT SETA has a presence in: Amatole, Eastern Cape Flagstaff, Eastern Cape Lusisiki, Eastern Cape Harrismith, Free State Motheo, Free state Umgungundlovu, KwaZulu-Natal Msinga, KwaZulu-Natal Nongoma, KwaZulu-Natal Capricorn, Limpopo Giyani, Limpopo Bethal, Mpumalanga Nkangala, Mpumalanga Witbank, Mpumalanga Kimberley /Frances Baard, Northern Cape Kuruman/John Taolo Gaetsewe, Northern Cape Thlabane, North West Jouberton, North West Potchefstroom, North West Stilfontein, North West Taung, North West Covered. Covered. This will be provided in the August 2013 version of the SSP. Now done. Incorrect. The presentation to the Minister was a sample of skills from all five sub-sectors. Now done. Covered. This will be provided in the November 2012 version of the SSP. MICT Sector Skills Plan, , Version 1.3, November 2012 Page 151

156 75. Have we taken note of the Labour Market Intelligence project. 76. There are gaps in the SSP it does not represent the whole sector. The MICT SETA was informed via of this project on the 11 th Sept The MICT requested by on the 17 th Sept 2012 how the Seta can get involved and who to contact at HSRC. The DHET responded on the 19 th Sept 2012 that the Seta Forum will nominate. The MICT SETA has taken note of this partnership and will be utilising this data/information in the Aug 2013 SSP. This will be provided in the August 2013 version of the SSP. Page 152 MICT Sector Skills Plan, , Version 1.3, November 2012