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Executive Authority statement
Reflecting on the merSETA achievements over the last five years, the extent of the
impact the organisation has made in the manufacturing, engineering and related
services sector, by providing skills development interventions aligned to its vision of
being the leaders in closing the skills gap is evident. This has been reflected by
merSETA consistency in achieving its targets in the past five years.
The SETA has been instrumental in addressing national priorities such as artisan
training. In the past five years, the SETA managed to produce 17 000 artisans and
remains the leading SETA in producing artisans. The role of the SETA in contributing
to the NDP target of 30 000 artisans per year will, therefore remain significant.
The role of skills1 has also been identified as key in unlocking the potential of the local
manufacturing sector, as well as other advances brought by the digitalisation2 of
manufacturing, engineering and related industries in the age of the Fourth Industrial
Revolution Fourth Industrial Revolution (4IR)3. The merSETA will need to focus on
skills development interventions that will unlock the potential of advanced
manufacturing, as well as the circular, blue and green economies through emerging,
transforming, and new skills (future skills).
The SETA’s role in addressing transformation imperatives through skills will remain
key in the coming five years. This is pivotal in contributing towards the national
imperatives of fighting poverty, unemployment, and inequality. Programmes
supporting the social economy, rural and community development, employment equity
(EE) and youth development are key in delivering on the transformation imperatives.
Signature……………………………………………..
Bonginkosi Emmanuel Nzimande (Dr)
Minister of Higher Education, Science, and Technology
1 Skills refers to occupations in demand and competencies within occupations. 2 Digitalisation according to Gartner refers to is the use of digital technologies to change a business model and provide new revenue and value-producing opportunities 3 The Fourth Industrial Revolution (4IR) is a digital revolution that is characterised by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
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Accounting Authority Statement
The merSETA has endeavoured to be a leading intermediary body in skills
development, bringing the worlds of education and training, and the manufacturing,
engineering and related services (mer) industries together, to have a demand led,
relevant service delivery model. The relationships forged with employers, government
and civil society partners have served the merSETA well, particularly with respect to
the additional funds allocated to skill development initiatives through the
implementation of a business funding model, which, over the past five years, has
resulted in a contribution of almost R572 million in additional funding from the industry,
towards skills development aligned to industry needs, as well as national government
priorities.
The merSETA serves a sector comprising of over a million workers in formal
employment, with over 750 000 represented in the merSETA employer database, and
more than 4500 active employers who participate on merSETA initiatives and
programmes. Since 2014, the merSETA has trained 61 000 learners, of which almost
17 000 were artisans. Twenty thousand learners completed learnerships and 20 000
completed skills programmes. In addition, 13 300 learners were bursary recipients
who completed their qualifications.
The strategic focus of the merSETA operations has been to meet clearly articulated
imperatives, including:
• Responding to the needs of new technologies and changing business
processes related to the Fourth Industrial Revolution (4IR).
• Promoting innovation in line with socio-economic, technological and structural
transformation, as well as the circular, green and blue economies.
• Influencing curriculum change and innovation for the education and training
system (both institutional and workplace based-learning).
• Supporting structural transformation (ownership, control, and management)
through promoting entrepreneurship, small and medium enterprises (SMEs),
localisation, and uplifting the role of the manufacturing sector in inclusive
growth.
• Conceptualising partnerships that are responsive to merSETA priorities.
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• Strengthening governance and resourcing through building internal capacity,
robust systems, processes, governance structures and procedures.
Partnerships have become a key vehicle in assisting the merSETA to achieve its
mandate and surpass its skills targets. To this end, the merSETA has partnered with
higher education institutions (HEIs), technical and vocational education and training
(TVET) Colleges, government departments and their entities, civil society as well as
employers in the sector. Value add partnerships have also allowed the merSETA to
expand its skills development initiatives to the international arena in terms of its
technical exchange programmes, in partnership with international development
agencies and international learning and research networks.
The focus of HEI partnerships is for the placement of learners to achieve professional
status. It also ensures the development of academics, up-skilling of lecturers,
curriculum review, and importantly, innovations through research and development
relative to the sector needs, as well as enhancements and efficiencies in line with the
demands of the Fourth Industrial Revolution (4IR), the green and circular economy.
TVET college partnerships are vitally important for the development of technical and
vocational skills, with an emphasis on workplace-based learning so that learners, once
qualified, can make meaningful contributions to the workplace. Work with the TVET
colleges has also been aligned to improving the quality of teaching and learning to
deliver relevant, high-quality skills and high-quality workers to the labour market.
Partnerships with government and its agencies at both national and local department
levels have assisted with addressing regional and local skills needs, as well as
supporting research initiatives for planning and innovations with regards to skills
delivery. Civil society partnerships have been key in assisting with interventions
related to national priorities such as supporting skills interventions for persons with
disabilities, addressing youth development in disadvantaged communities, and
empowering female workers. In all these initiatives, the relationships the merSETA
has forged with employers have been instrumental. Without input from the industry,
the work undertaken by the merSETA cannot make any meaningful impact.
Looking back over the last five years, there have also been some challenges. These
relate particularly to the slow pace of transformation; including structural
transformation of the economy in terms of advancing Black Industrialists, integration
of employment equity with respect to skills development, and additional attention to
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innovation and reach. The merSETA has also experienced challenges in producing
artisans in alignment with the national development plan (NDP). Although 17 000
artisans were trained in the five-year period, this figure fell short of the target of 20 500,
representing an achievement of 83%. The challenge posed by a slow economic
growth, resulting in large scale retrenchments and closures and ultimately fewer
workplaces available to train artisans, resulted in low and slow throughput rates. This
also tended to hamper employer commitment due to the cost and time required to train
artisans.
The notion of 4IR also posed some challenges in terms of understanding its impact
and requirements for skills development in line with technological development,
robotics, additive manufacturing and artificial intelligence. Therefore, the requirements
for curriculum change and innovation become unclear in terms of the complexities to
deliver relevant interventions at a rapid pace, to keep up with the demands of the
industry. These demands are somewhat hidden and not readily understood. In
addition, research has shown that advances in the industry have demanded mid and
high-level skills, placing the industry in a conundrum, since over 40% of the workforce
have skills at the level of machine operator and elementary worker. Therefore, skills
development must take place amidst rapid change, meaning that skills are required to
up-skill, re-skill and even multi-skill the current workforce to mitigate job losses.
In order to overcome some of these challenges, the merSETA has proposed skills
priority actions that build on its previous successes, and strategically align with the
trajectory of industry and national priorities. These include a focus on the social
economy, which is a people centred approach to economic development, based on
principles of sustainable economic activity that stimulates socially and environmentally
responsible growth that is inclusive. This also entails a focus on developing skills that
are required to advance local manufacturing, and this in turn will include strategic
partnerships with cooperatives, community based enterprises, trade union owned
enterprises, informal enterprises, non-governmental organization (NGOs), non-profit
trusts/charitable trusts/public benefit organisations and other social enterprises.
There will also be an impetus on developing skills for future jobs that align to new and
evolving business models, new technologies, new regulations and requirements for
sustainable manufacturing practice, as well as global competitiveness, and producing
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high quality goods and services for a discerning consumer base. To support structural
transformation and advancing skills for Black Industrialists, there will be a focus on
developing skills in line with growing the local manufacturing sector, particularly small
and medium sized business enterprises.
Finally, in order to achieve the envisioned outputs contained in this Annual
Performance Plan, the merSETA must put in place internal mechanisms to advance
the SETA to become a leader in skills development. The merSETA envisions itself as
a professional and capable organisation grounded in ethical leadership, best practice
governance and management, appropriate competencies (staff, governance
structures, implementing partners and stakeholders), and good employee experience
supported by policies, systems, processes and fair remuneration, as well as
performance based impact delivery of products and services, and best practice
consequence management.
Signature:
Lebogang Letsoalo (Ms)
Chairperson of the Accounting Authority (merSETA)
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OFFICIAL SIGN-OFF
It is hereby certified that this Annual Performance Plan was developed by the
management of the Manufacturing and Engineering Related Services Sector
Education and Training Authority (merSETA) under the guidance of the Accounting
Authority, and takes into account all the relevant policies, legislation and other
mandates that govern the merSETA responsibilities, and accurately reflects the
Impact, Outcomes and Outputs which the Manufacturing, Engineering and Related
Services Sector Education and Training Authority will endeavour to achieve over the
period 2020/21.
Ester van der Linde (Ms)
Corporate Services Executive Signature:
Sheryl Pretorius (Ms)
Acting Chief Operations Officer Signature:
Ncedisa Mjikeliso (Ms)
Chief Financial Officer Signature:
Sebolelo Mokhobo Nomvete (Ms)
Strategy and Research Executive Signature:
Wayne Adams (Mr)
Acting Chief Executive Officer Signature:
Lebogang Letsoalo (Ms)
Chairperson of the Accounting Authority
Signature:
Approved by
Executive Authority (Minister) Signature …………………………………………
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ACRONYMS
AA Accounting Authority
AAP Audited Actual Performance
ABET Adult Basic Education and Training
AGSA Auditor General of South Africa
AET Adult Education and Training
AI Artificial Intelligence
APP Annual Performance Plan
AQP Assessment Quality Partner
ARPL Artisan Recognition of Prior Learning
ATR Average True Range
B-BBEE Broad-Based Black Economic Empowerment
BER Bureau of Economic Research
BRICS Brazil, Russia, India, China, South Africa
CBO Community Based Organisation
CBQ Cost Benefit Quality
CEO Chief Executive Officer
CET Community Education Training
CFO Chief Financial Officer
COO Chief Operations Officer
CoS Centres of Specialisation
CETEMF Capital Equipment, Transport Equipment, Metal Fabrication
CHE Council for Higher Education
COMET Competence Measurement in Education and Training
CSIR Council for Scientific and Industrial Research
DG Discretionary Grants
DBE Department of Basic Education
DHET Department of Higher Education and Training
DPME Department of Performance Monitoring and Evaluation
DQP Development Quality Partner
DSAP Dual System Apprenticeship Programme
DTI Department of Trade and Industry
ECM Enterprise Content Management
EEA Employment Equity Act
EE Employment Equity
ETQA Education and Training Quality Assurance
FET Further Education and Training
FLC Foundation Learning Certificate
FMCG Fast Moving Consumer Goods
GDP Gross Domestic Product
GET General Education and Training
GWM&E Government-Wide Monitoring and Evaluation
HEI(s) Higher Education Institutions
HEMIS Higher Education Management Information System
HET Higher Education and Training
HO Head Office
HR Human Resources
HRM Human Resource Management
HSRC Human Sciences Research Council
ICT Information and Communication Technology
ID Identity Document
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IDZs Industrial Development Zones
IPAA Intellectual Property Amendment Act
IPAP Industrial Policy Action Plan
IRD Innovation Research and Development
ISO International Organisation for Standardisation
KM Knowledge Management
LMI Labour Market Intelligence
LMIP Labour Market Intelligence Partnerships
M&E Monitoring and Evaluation
MANCO Management Committee
mer-sector(s) Manufacturing, Engineering and Related sector(s)
merSETA Manufacturing, Engineering and Related Services Sector Education and Training Authority
MIS Management Information Systems
MoA Memorandum of Agreement
MTEF Medium Term Expenditure Framework
NAMB National Artisan Moderation Body
NEMA National Environmental Management Act
NCPC-SA National Cleaner Production Centre of South Africa
NDP National Development Plan
NGOs Non-Government Organisations
NLPE None-Levy Paying Enterprises
NPO Non-Profit Organisation
NQF National Qualifications Framework
NSDMS National Skills Development Management System
NSDP National Skills Development Plan
PDP Public Driver Permit
PESTEL Political, Economic, Social, Technological, Environmental and Legal
PFMA Public Finance Management Act
PIVOTAL Professional, Vocational, Technical and Academic Learning
PMIS Programme and the Manufacturing Investment Scheme
POPIA Protection of Personal Information Act
PSET Post-School Education and Training
PWD People with Disabilities
QCTO Quality Council for Trades and Occupations
QMS Quality Management Systems
RMB Rand Merchant Bank
SA South Africa
SETA Sector Education and Training Authority
SME Small and Medium Enterprises
SWOT Strengths, Weaknesses, Opportunities and Threats
TVET Technical and Vocational Education and Training
WIL Workplace Integrated Learning
WP-PSET White Paper for Post-School Education and Training
4IR Fourth Industrial Revolution
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Table of Contents
Executive Authority statement ................................................................................................................. i
Accounting Authority Statement ...............................................................................................................ii
OFFICIAL SIGN-OFF ..............................................................................................................................vi
ACRONYMS ........................................................................................................................................... 1
PART A: OUR MANDATE ....................................................................................................................... 5
1 Updates to the relevant legislative and policy mandates.............................................................. 5
1.1 Constitutional mandate ................................................................................................................. 5
1.2 Legislative and policy mandates ................................................................................................... 5
1.2.1 The legislative frameworks ........................................................................................................... 5
1.2.2 The policy environment ................................................................................................................. 6
2 Updates to institutional policies and strategies ............................................................................. 7
3 Relevant court rulings ................................................................................................................. 13
PART B: OUR STRATEGIC FOCUS .................................................................................................... 14
4 Situational analysis ..................................................................................................................... 14
4.1 External environment analysis .................................................................................................... 14
4.2 Internal organisational Environment ........................................................................................... 22
4.3 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis ..................................... 30
PART C: MEASURING OUR PERFORMANCE ................................................................................... 35
5 Institutional Programme Performance Information ..................................................................... 35
5.1 Programme 1: Administration ..................................................................................................... 35
5.2 Programme 2: Skills Planning ..................................................................................................... 36
5.3 Programme 3: Learning Programmes and Projects ................................................................... 39
5.4 Programme 4: Quality Assurance ............................................................................................... 59
6 Explanation of planned performance over the medium term ...................................................... 63
7 Programme resource considerations .......................................................................................... 68
8 Key Risks .................................................................................................................................... 72
9 Public Entities ............................................................................................................................. 75
10 Infrastructure Projects ................................................................................................................. 75
11 Public Private Partnerships ......................................................................................................... 75
PART D: TECHNICAL INDICATOR DESCRIPTION (TID) ................................................................... 76
Programme 1: Administration Indicators ............................................................................................... 76
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Programme 2: Skills Planning Indicators .............................................................................................. 78
Programme 3: Learning Programmes and Projects Indicators ............................................................. 82
Programme 4: Quality Assurance Indicators ...................................................................................... 106
ANNEXURES ...................................................................................................................................... 118
ANNEXURE A: Service Level Agreement .......................................................................................... 118
ANNEXURE B: Materiality Framework ............................................................................................... 118
ANNEXURE C: Grants Policy ............................................................................................................. 118
ANNEXURE D: merSETA Business Model ........................................................................................ 118
List of Tables
Table 1: NSDP Outcomes ....................................................................................................................... 7
Table 2: The merSETA staff component ............................................................................................... 28
Table 3: Swot analysis .......................................................................................................................... 30
Table 4: Programme 1: MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 ... 35
Table 5: Programme 1 Quarterly Targets 2020/21 ............................................................................... 36
Table 6: Programme 2 MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 .... 37
Table 7: Programme 2 Quarterly targets .............................................................................................. 38
Table 8: The merSETA top 10 Occupation in Demand PIVOTAL List (ranked) ................................... 40
Table 9: The merSETA Sub-Sector Skills Priorities (ranked) ............................................................... 40
Table 10: Programme 3 MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 .. 52
Table 11: Programme 3 Quarterly Targets ........................................................................................... 57
Table 12: Programme 4 MTEF Performance Indicators and Annual and Quarterly targets 2020/21 ... 60
Table 13: Programme 4 Quarterly Targets 2020/21 ............................................................................. 62
Table 14: Income and expenditure estimates ................................................................................... 68
Table 15: Programme budgets ............................................................................................................. 69
Table 16: Outcome risks ....................................................................................................................... 72
Table 17: Output risks ........................................................................................................................... 73
List of Figures
Figure 1: The merSETA Organisational environment…………………………………………………….. 22
Figure 2: Government and Operational Structure ……..…………………………………………………..24
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PART A: OUR MANDATE
1 Updates to the relevant legislative and policy mandates
1.1 Constitutional mandate
The Constitution of the Republic of South Africa provides the enabling framework for
the establishment and operations of Sector Education and Training Authorities
(SETAs). Section 22 of the Constitution states that every citizen has the right to choose
their trade, occupation or profession freely. Section 29 (b) also states that everyone
has the right to further education, which the state, through reasonable measures, must
make progressively available and accessible.
1.2 Legislative and policy mandates
1.2.1 The legislative frameworks
The merSETA is a schedule 3a public entity, governed by the Public Finance
Management Act No. 1 of 1999 (as amended). The entity’s mandate is derived from
the Skills Development Act No. 97 of 1998 and its subsequent amendments. Its
responsibilities include the following:
i. Develop a Sector Skills Plan (SSP) within the framework of the National Skills Development
Strategy (NSDS).
ii. Establish and promote learnerships through:
o Identifying the need for a learnership
o Developing and registering learnerships
o Identifying workplaces for practical work experience
o Supporting the development of learning materials
o Improving the facilitation of learning, and
o Assisting in the conclusion and registration of learnership agreements.
iii. Collect and disburse the skills development levies in its sector; approve workplace skills
plans and allocate grants in the prescribed manner to employers, education and training
providers and workers.
iv. Fulfil the functions of an ETQA, as delegated by the QCTO.
v. Monitoring education and training in the sector.
Some of the legislation that informs the merSETA mandate are as follows:
Public Finance Management Act No. 1 of 1999 as amended (PFMA)
Treasury Regulations issued in terms of the Public Finance Management Act
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(Treasury Regulations) of 2005
Directive: Public Finance Management Act under GN647 of 27 May 2007
Public Audit Act No.25 of 2004
Public Audit Amendment Act No. 5 of 2018
Skills Development Act No. 97 of 1998
Skills Development Levies Act No. 9 of 1999
Sector Education and Training Authorities (SETA) Grant Regulations regarding
monies received by the SETA and related matters (“Grant Regulations”) under
Notice 35940 of 3 December 2012
Service Level Agreement Regulations under regulation number No. R716 of 18
July 2005
Government Gazette No. 42589, re-establishment of SETAs from 1 April 2020 to
31 March 2030, within the New SETA landscape
Approval of the Constitution for the Manufacturing, Engineering and Related
Services Sector Education and Training Authority (merSETA) as contemplated
in Section 13 (1) of the Skills Development Amendments Act No. 26 of 2011 and
Standard Constitution of the Sector Education and Training Authority (merSETA
Constitution)
Promotion of Access to Information Act No. 2 of 2000
Promotion of Administrative Justice Act No. 3 of 2000
Employment Equity Act No. 55 of 1998
Labour Relations Act No. 66 of 1995
Basic Conditions of Employment Act No. 75 of 1997
Occupational Health and Safety Act No. 85 of 1993 and
Applicable tax laws
1.2.2 The policy environment
The policy environment which informs the merSETA mandate is the following:
National Development Plan
White Paper for Post-School Education and Training (WP-PSET)(2014)
Human Resource Development Strategy for South Africa (2015)
National Skills Development Plan
New Growth Path
Industrial Policy Action Plan (2018/19 – 2020/21)
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Medium‐Term Strategic Framework (2019 -2024)
2 Updates to institutional policies and strategies
The merSETA annual performance plan takes into consideration sectoral priorities,
national priorities, strategies, and policies. The following are some of the key national
policies and strategies central to the work of the merSETA.
The National Development Plan (NDP) aims to eliminate poverty and inequality by
2030. The merSETA has a significant role to play in contributing to the priorities set in
the NDP. This strategic plan takes into account the need to contribute to these
priorities. Three priorities that stand out include the following:
(i) Raising employment through faster economic growth.
(ii) Improving the quality of education, skills development and innovation.
(iii) Building the capability of the state to play a developmental and transformational
role.
The aim of the National Skills Development Plan (NSDP) is to ensure that South
Africa has adequate, appropriate, and high-quality skills that contribute towards
economic growth, employment creation, and social development. The NSDP is set to
become the key policy to inform the work of the merSETA until 2030, and has been
crafted within the policy context of the National Development Plan, and White Paper
on Post School Education and Training (WP-PSET). The merSETA will focus on
addressing the eight NSDP outcomes highlighted in Table 1. The eight outcomes are
mapped to the merSETA strategic outcomes for the period 2020/21 – 2024/25.
Table 1: NSDP Outcomes
National Skills Development Plan Outcomes
merSETA Outcomes
Outcome 1: Identify and increase production of occupations in high demand.
Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
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The Industrial Policy Action Plan (IPAP) is firmly entrenched in governments overall
policy and plans to address the key challenges of economic and industrial growth, and
race-based poverty, inequality and unemployment. The focus of the merSETA will
therefore be to develop and implement skills development initiatives that promote
industrial growth and structural transformation of the manufacturing economy,
particularly in relation to control, ownership and management.
Supporting localisation, entrepreneurship, small and medium enterprises (SMEs) and
the growth of the local manufacturing sector will remain a key focus of the merSETA.
The merSETA will also play a central role in supporting the Black Industrialist
Programme, as well as putting in place interventions to gear up and respond to
Outcome 2: Linking education and the workplace.
Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations, and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.
Outcome 3: Improving the level of skills in the South African workforce.
Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Outcome 4: Increase access to occupationally directed programmes.
Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Outcome 5: Support the growth of the public college system.
Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.
Outcome 6: Skills development support for entrepreneurship and cooperative development.
Outcome 2: Skills for productive enterprises within the social economy, to support integration into the merSETA sector engineering and industry value chains.
Outcome 7: Encourage and support worker-initiated training - driven by critical networks of employee representatives and unions officials.
Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Outcome 8: Support career development services.
Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
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challenges and opportunities presented by the digitalisation of manufacturing,
engineering and related industries in the age of the Fourth Industrial Revolution.
These key policies and strategies draw focus to the following key issues to which the
merSETA needs to respond through various interventions.
The social economy and community development: skills development to
support the creation of economic opportunities and sustainable livelihood for the
youth, women, people living with disabilities and township and rural communities,
in a bid to create sustainable livelihoods. Township and rural cooperatives and
other forms of non-traditional businesses have been identified as key in addressing
growing unemployment and poverty. The merSETA has taken a decision to
prioritise the funding of skills development projects that address the needs of the
social economy and community development. The merSETA also plans to increase
its support for community colleges, as a strategy to increase its participation in the
social economy and community development. The merSETA shall also consider
broadening access through locally based education and training social change
entities (e.g. training community-based organisations (CBOs), or non-
governmental organisations (NGOs). Innovative ways of supporting rural
provincial/regional beneficiaries through partnerships with government, and other
public entities shall also be considered.
A demand led skills development system driven by the economy, socio-
economic context as well as other national priorities. This calls for the need to
balance competing national, regional, sectoral, and community priorities, as well
as the needs of workers (current and new) and employers/business. The merSETA
must challenge its various stakeholders (including labour, business, government
and education and training institutions), to collaborate on skills development
initiatives that foster common skills development goals, in order to move the sector
and economy forward. Related to a demand led system is the need for the
merSETA to review its research and skills planning approach and model, to provide
credible and reliable data to support relevant and appropriate skills development
decisions for short, medium and long term skills development needs of the sector
and national priorities.
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Advancing local manufacturing driven by technology, innovation, sustainability
(green, blue and circular economy), globalisation and changing global
manufacturing value chains is also central to job creation and economic growth.
Using a value chain approach, the merSETA has identified priority sectors to
support the responsiveness of the manufacturing sector to the digitalisation of
manufacturing, engineering and related industries. With unfolding developments in
this era of the Fourth Industrial Revolution, this sector has an opportunity to benefit
not only from the localisation strategy (through the local manufacturing value
chain), but also the global manufacturing value chains in key sub-sectors, such as
automotive manufacturing.
The future of jobs, future skills and demand for labour is also a key focus area
due to changes in business models, globalisation, technology, consumer markets
and tastes, local and international regulations. The merSETA is conducting
research that looks into changing skills and occupations in the manufacturing
sector within the context of the Fourth Industrial Revolution, as a result of the
digitalisation of manufacturing, engineering and related industries affected by the
Fourth Industrial Revolution. The reality is that new jobs will emerge while others
disappear. The SETA shall unpack underlying skills of emerging occupations, and
respond with a multipronged strategy for current workers, new entrants and future
workers.
Changing trends in education, training and curriculum driven by innovation,
new knowledge, process and product changes in the workplace, regulation, global
trends, and demand for certain skills require changes in policy and regulation. This
is critical in creating an enabling environment for innovation in training, education
and curriculum. The SETA, therefore, shall position itself as an influencer of
education, training and skills development policy, to respond effectively to these
developments.
Strengthening the concept of the SETA as an intermediary body, which calls
for the SETA to be the link between education and the workplace. The social
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partnership model provides an opportunity for social partners4 and education and
training providers to build the SETA as an intermediary body. These would require,
on the part of government, inclusion of changes to policy and funding formulae for
TVET colleges, allowing for mainstream delivery of training for employers and
workers, as opposed to the current policy and funding approach, allowing TVET
colleges to deliver industry training as an add-on and unfunded mandate. It shall
also require employers to open up workplaces to new entrants for the acquisition
of work- based learning experience.
Supporting structural transformation to promote inclusive growth,
employment, and growth of the local manufacturing sector through supporting the
informal sector, and other forms of non-traditional businesses such as
cooperatives. SMEs are also central in creating a pipeline for Black Industrialists,
as well as other industrialists. The need to support SMEs through an ecosystem of
a range of support mechanisms, in addition to skills development, is linked to
promoting the role of the social economy in the inclusive growth agenda. The
prioritisation of this sector means that SMEs are set to benefit from the various
projects within the identified priorities.
To summarise, the key strategic issues facing the merSETA and its sector relate to:
Addressing strategic skills development challenges to drive employment and
economic growth.
Balancing competing short-term and longer-term skills development needs for
mer-sector as well as stakeholder and shareholder needs and interests.
Enhancing the merSETA capacity to respond to the skills development needs
at the sector, sub-sector, national, regional and community levels.
Supporting structural transformation of the national economy (ownership,
composition, management and control).
Responding to the digital driven Fourth Industrial Revolution (digitalisation of
manufacturing, engineering and related industries), future skills and changing
occupations.
4 Social partners refers to the NEDLAC description - government, labour, business and community stakeholders
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Promoting inclusive growth (economic growth that is distributed fairly across
society and creates opportunities for all).
Supporting the social economy to address poverty and unemployment.
Making opportunities available to People with Disabilities (PwD)
Supporting the Circular, Green and Blue economies for sustainability.
Supporting rural development for meaningful participation in the economy.
Promoting youth development through creating opportunities for sustainable
employment and entrepreneurship.
Addressing demographic transformation, linked to employment equity within the
merSETA sector labour market.
Overall, in line with its mandate, the merSETA must facilitate skills development to
meet the needs of the mer-sector under the conditions as described above. Its actions
must reflect the development of skills for promoting growth and diversification of the
local manufacturing sector, structural transformation, the social economy,
sustainability (circular, green, and blue economies) and advanced manufacturing. This
requires innovation not only with respect to adaptation of current and future workers
and their skills, but also of the mode of delivery for up-skilling, re-skilling and offering
on-the-job training. As such, delivery of education and training should also offer a mix
of methods accessible to new labour market entrants, future workers as well as the
current work force. Futuristic curricula must be developed in time to meet the demands
of the future. With this in mind, there is an emphasis on science, engineering and
technology, increasing digital fluency and using technology to solve complex
problems, as well as offering career advice and support in aid of lifelong learning and
career advancement.
Supporting the fight to end gender-based violence
The merSETA is determined to support the fight against gender - based violence in
South Africa, which has reached crisis levels. The merSETA will therefore seek
opportunities to partner with organised employers, unions, civil society, public
institutions and institutions of learning, in supporting initiatives such as training and
awareness campaigns in the workplace and institutions of learning aimed at
addressing gender-based violence. The manufacturing sector remains largely male
dominated, thus, is a high-risk sector when it comes to issues of gender-based
13
violence. The merSETA is therefore a key role player in supporting the DHET Policy
Framework to address Gender-Based Violence in the Post-School Education and
Training System.
3 Relevant court rulings
None
14
PART B: OUR STRATEGIC FOCUS
4 Situational analysis
The Manufacturing, Engineering and Related Services Sector Education and Training
Authority (merSETA) was established in 2000 in terms of the Skills Development Act
No 97 of 1998. On the 22nd of July 2019, the Honourable Minister of Higher Education,
Science and Technology Dr B.E Nzimande extended the merSETA licence effective
from the 1st of April 2020, for a further 10 years to 2030, along with that of 20 other
SETAs in line with the National Skills Development Plan (NSDP). The extension brings
stability and long-term focus to the merSETA planning and strategic projects.
The merSETA scope of industrial coverage for skills development broadly includes
auto manufacturing, including automotive components manufacturing; vehicle sales
and after service; the production and fabrication of metals, plastics and new tyres.
4.1 External environment analysis
Using the PESTEL framework, an analysis of how the global and local political,
economic, social, technological, environmental and legal conditions shape the
manufacturing, engineering and related services sector in South Africa was
undertaken.
POLITICAL: Political conditions play a significant role in the growth of the
manufacturing sector, and of the economy in general. As momentum builds up
after the 2019 general elections, the 6th administration led by President Cyril
Ramaphosa and a streamlined cabinet has brought positive change and is
expected to bring some political stability and policy certainty. An on-going
investigation into “State Capture” has cast a spot light on issues of governance
and leadership. There is also a strong emphasis on the eradication of corruption,
resulting in further changes in leadership at various levels of government. This is
key in building a capable state to drive the NDP vision of eliminating poverty and
reducing inequalities by 2030.
Government is intensifying its over-arching focus on overcoming the underlying
structural challenges of unemployment, poverty and inequality. In this regard,
emphasis has been placed on aligning national policies, plans and structures to
15
transform the South African economy and society. Within this political
environment, SETAs are increasingly expected to demonstrate a sector specific
impact on addressing national, economic, and social development challenges
through skills development. Skills development is expected to address
discrimination, and the expansion of access to education and training
opportunities. In addition, establishing and facilitating private-public partnerships,
and support for the implementation of transformation initiatives amongst
stakeholders is emphasised. For example, the issue of structural economic
transformation has been high on South Africa’s political agenda, and SETAs (as
public entities) need to unpack the meaning of structural economic
transformation and its implications for the skills development agenda.
ECONOMIC: The South African economy is facing significant challenges and the
manufacturing, engineering and related services sector has not been spared.
Overall, the South African economy has experienced marginal growth in the last
three years. The first quarter of 2019 saw the Gross Domestic Product (GDP)
contract by 3.2%, mainly due to contraction in the manufacturing and mining
sectors (Stats SA, 2019). Overall, manufacturing contracted by 8.8% due to
declines in petroleum, transport wood and paper. The wholesale, retail and motor
sectors also contributed to the decline by 3.6%, sending the South African trade
sector into recession.
There is a rising trend in unemployment with Q2 in 2019 showing an increase of
1.4%, indicating the highest levels of unemployment in 15 years. Unemployment
remains high, reflecting skill shortages and weak investment; inequalities in
opportunities and incomes also remain high despite the introduction of a
proposed new minimum wage. Government’s continued commitment to Broad
Based Black Economic Empowerment (BBBEE) was reflected in the proposed
Employee Share Ownership Schemes (State of the Nation Address, 2019).
The instability of the South African rand also poses a challenge to a number of
businesses (both import and export), a situation that could possibly position
South Africa closer to credit rating of ‘Junk Status’. The recent Sugar Tax has
16
placed pressure on a number of Fast-Moving Consumer Goods (FMCG) Groups
increasing production costs, impacting on consumers’ spending.
Also, while the new administration under the leadership of President Cyril
Ramaphosa has restored the country’s sense of optimism, some inherent
structural economic challenges still persist. These include dysfunctional state-
owned enterprises and currency volatility. Financial assistance has been granted
to a number of state-owned enterprises, followed by changes in their leadership
and overall restructuring. The Rand Merchant Bank and the University of
Stellenbosch Bureau of Economic Research (RMB/BER, 2019) claim that
Business Confidence Index in South Africa fell 3 points to 28 in the first quarter
of 2019, from 31 in the previous period.
Developments in the global trading environment will be particularly important.
South Africa has an open economy as indicated by the sizeable shares of the
GDP, at 29.8% and 28.4% respectively, claimed by exports and imports in 2017
(IDC, 2018).
Manufactured exports should benefit from increased demand in the Eurozone
and Sub-Saharan African markets, among others, but may face significant
challenges in the US market, as exemplified by the recently imposed tariffs on
US imports steel and aluminium. Uncertainty surrounding Brexit may affect
exports and financial flows with one of South Africa’s largest European trading
partners. The implementation of economic reforms remains critical to facilitating
faster growth and sustaining the ongoing economic recovery.
Reforms to ease of doing business in South Africa, boosting industrialisation,
entrepreneurship, job creation and trade have become a major focus of the new
administration under President Cyril Ramaphosa. One of the initiatives
implemented include the job summit whose aim is to improve growth, protect
existing jobs and create new jobs. Some of the outcomes of the job summit set
to benefit the manufacturing, engineering and related services sector include the
commitment by the financial sector to invest R100-billion in black-owned
17
industrial enterprises over the coming five years (Engineering News, 2019). In
October 2018, South Africa hosted its first Investment Summit to “provide a
platform to showcase growth and investment prospects in an economy with vast
potential and enormous resources” (South Africa, 2018). This was part of a drive
to increase investment in the country, by attracting $100 billion in new investment
in the coming five years. The manufacturing sector is one of the key sectors that
is set to benefit from these initiatives.
Supportive economic policies and programmes (such as the Automotive
Investment Scheme, the Manufacturing Competitiveness Enhancement
Programme and the Manufacturing Investment Scheme) have contributed to the
continued resilience of the sector. The strategic position of SA as the gateway to
the rest of Africa continues to strengthen this sector. For example, the favourable
climate has seen major multinational companies in the auto and new tyre sectors
invest billions of rands in South Africa. Government programmes such as the
Black Industrialist programme, which is designed to promote black
manufacturers, are also set to contribute to revitalisation of the mer-sector.
The merSETA has a role to play in making such economic programmes a
success, through facilitating the provision of the relevant skills needed to drive
the manufacturing sector. The oceans economy, which was conceptualised
through government’s Operation Phakisa, has the potential to unlock sizeable
investment in the manufacturing, engineering and related services sector.
Government and business are attempting to increase the competitiveness of the
manufacturing sector through modernisation and advanced manufacturing. A
significant example is government’s beneficiation strategy that was adopted in
2011, which supports government’s vision of advancing development through
the optimisation of linkages in the mineral value chain, facilitation of economic
diversification, job creation, and industrialisation. This leads to skills-biased
technological change in a challenging environment with a demand for highly
skilled workers, at the cost of retrenchments for semi-skilled and unskilled
workers. This trend requires support for opportunities to continuously up-skill
workers in the sector, to meet the high-level skills demand of modern-day
manufacturing. Additional support is required to assist the growth of small
18
businesses, with particular emphasis on responding to the needs of the informal
sector and rural development in the mer sector. The adoption of advanced
manufacturing and beneficiation calls for the need to invest in the country’s
innovation, research and development (IRD) capability. High level skills at
Master’s and PhD levels are therefore essential if the mer-sector is to increase
its IRD capability. This is critical in ensuring increased employment opportunities
and economic expansion through increased competitiveness of the sector.
SOCIAL: Unemployment in SA has reached alarming levels, as the South
African economy continues to shed jobs in critical sectors such as mining and
manufacturing. According to Statistics SA (2019), the unemployment rate has
increased to 29%, which is the highest unemployment rate since 2003.
Increasing unemployment has resulted in a shrinking tax revenue base, and this
constrains the national fiscal, resulting in an increasing number of people relying
on social grants. According to the Institute of Race Relations (2017), the increase
in the number of grant recipients, compounded with high unemployment in SA,
creates a potential recipe for social and political instability. Youth unemployment
remains high, the lack of skills among the youth in SA is partly responsible for
the escalating unemployment rate as we move to an increase in the digitalisation
of manufacturing, engineering and related industries as part of the move into the
Fourth Industrial Revolution age. In the manufacturing sector, this has been
worsened by advances in manufacturing technology that is increasingly
demanding high level skills. A poor basic education system remains the
weakness to the socio-economic transformation agenda. Coupled with the high
cost of higher education, this has resulted in a systematic hindrance to a number
of young people from obtaining skills that are pertinent for them to access the
world of work, or to become entrepreneurs.
TECHNOLOGICAL: The technology driven Fourth Industrial Revolution is
projected to introduce major disruptions in the manufacturing, engineering and
related services sector as a result of digitalisation of manufacturing, engineering
and related industries. With the intensification of the technological revolution, a
competitive manufacturing and engineering sector depends on the capacity of
firms to master advanced technology domains, to innovate, and to meet the
19
precise needs of customers. However, South Africa’s innovation research and
development capability remains weak, compared to other developing economies
in BRICS, such as India and China. Whilst advanced manufacturing systems
offer the greatest advantage for economic growth, this requires firms and training
providers to keep abreast of advanced manufacturing technologies, data
analytics, the application of robotics, digital platforms and high-level skills
development, on a continuous basis. The government is looking to ‘smart cities’
with interconnectedness and complementary systems as a way of driving change
in urban areas (State of the Nation Address, 2019).
Despite these changes, in most cases, education curricula are not updated and
fail to keep abreast with these trends and developments. This has resulted in the
industry complaining that training institutions, especially TVET colleges, are not
in sync with industry trends. The industry has expressed concern that while it is
easy to import technology, SA needs to have the skills base to maintain it, if it is
to be used productively and efficiently. Coupled with the high cost of importing
some of these technologies, this has deterred many companies - especially small
and medium enterprises (SMEs), from taking advantage of the availability of
these technologies. Some examples of the impact of changing technology on
certain trades and their qualifications are in respect of welding, where- in order
to maintain its relevance, training has to take into account the latest welding
equipment and processes, including: hybrid laser/plasma arc welding; remote
laser welding; solid state welding; stored energy resistance welding, and cold
spray. New priorities in energy efficiency have also deepened the need for new
artisan-related qualifications that support this priority, such as wind turbine
technicians.
Disruptive technologies, such as those emerging from 3-D printing processes,
are an indicator of future skills built from an entrenched approach to “lifelong
learning”. The role of technology in revolutionising teaching, learning and skills
development cannot be overemphasised. This calls for the industry, training
providers, SETAs and policy makers to devise strategies to leverage the power
of technology in skills development. In addition, social media is increasingly
changing the way organisations are communicating with, and to their
20
stakeholders, and have also promoted transparency in the way organisations
engage with their stakeholders. The merSETA will also continue participating in
initiatives to influence policy related to the Fourth Industrial Revolution, to ensure
that issues of skills development find translation in national policies relating to
the Fourth Industrial Revolution.
ENVIRONMENTAL: There is growing pressure for national and international
policies to support sustainable development (economic development that meets
the needs of the current generation without depleting natural resources for future
generations). This has placed pressure on the manufacturing sector which is one
the major contributors to the depletion of natural resources, environmental waste
and climate change. The green, blue and circular economies have been
identified as a sustainable development imperative with the potential for job
creation, and new business and manufacturing opportunities. Some of the
merSETA industries are already supporting a low carbon economy through
innovative forms of environmental management, and proactive clean
manufacturing processes. In various merSETA sub-sectors, waste management
is both a risk mitigation factor, as well as a driver of repurposing and re-using
materials to manufacture alternative products.
Recent drought in the Western, Eastern and Northern Cape had an impact on
environmental awareness, as resource scarcity is a real problem, causing
farmers, manufacturers and contractors to look at more efficient and effective
ways of using natural resources.
LEGAL: The legal framework in SA plays a pivotal role in achieving
government’s priorities, such as ending poverty and unemployment, and
promoting equity. Moreover, in SA's maturing democracy, the notions of social
cohesion, social justice and active citizenry underpin the transformation agenda
as a whole, and have become deeply infused in skills development.
Transformative intent and participation in various fora remains essential in
ensuring fair and equitable implementation processes. Total involvement in
legislative processes of this nature remains critical. Technological developments
21
have also cast a spotlight on issues of privacy and security in the digital
environment. The sector also operates within a social and economic legislative
framework that significantly impacts on the sector. Significant pieces of
legislation worth mentioning include:
The B-BBEE Act, which is aimed at advancing economic transformation
and enhancing the economic participation of black people in the SA
economy. Programmes such as the Black Industrialist programme are a
support mechanism for the implementation of the B-BBEE Act, which
promotes structural transformation of the economy through increasing the
number of black manufacturers.
The Employment Equity Act No. 55 of 1998 (EEA) is aimed at transforming
the race and gender make-up of the labour market, particularly in the
technical, professional and managerial occupations. It also addresses the
inclusion of people with disabilities (PwD) in the mainstream economy.
Skills development is a main contributor to such transformation.
The National Environmental Management Act No. 55 of 1998 (NEMA) is
another piece of legislation aimed at establishing a framework for
integrating good environmental management into all development
activities, including manufacturing. Companies in the sector have also been
investing in training and awareness for their employees in issues related to
health, safety and environmental awareness.
The Protection of Personal Information Act No. 4 of 2013 (POPIA) is aimed
at the protection of personal privacy and the security of personal information
held by both private and public bodies. It is set to impact on information and
data governance. This calls for investment in mechanisms aimed at
promoting good data management, and governance practices.
The Intellectual Property Amendment Act No. 28 of 2013 (IPAA) promotes
the protection of intellectual property rights, including the recognition and
protection of certain manifestations of indigenous knowledge as a species
of intellectual property. For example, in 2017, a prominent Ndebele artist,
Esther Mahlangu, partnered with BMW to design a unique interior for the
luxury BMW 7 series.
22
4.2 Internal organisational Environment
The merSETA organisational environment is analysed in terms of the 7S Framework
Model. The 7S Framework divides the seven organisational elements of successful
organisations into two categories: “hard” (easy to identify) and “soft” (intangible)
elements. These are illustrated below (see Figure 1):
(SHARED VALUES: “We care. We belong. We serve.”)
Figure 1: The merSETA organisational environment
STRATEGY: The merSETA strategy comprises of four linked components – the
Sector Skills Plan (SSP), the five-year Strategic Plan (SP), the Annual
Performance Plan (APP) and the Service Level Agreement (SLA).
The SSP is research based and provides an overview of critical economic, labour
market and social drivers, signals and indicators within the merSETA
manufacturing, economic, and government policy environment that impact on
skills demand and supply, particularly pertaining to skills gaps and skills
shortages. The SSP is developed by the merSETA and its three main social
partners (employers, labour and government), in order to provide strategic
direction for skills development priority actions. Furthermore, the SSP is also an
instrument that can provide direction to education and training institutions, skills
development providers, and other interested parties with regard to developing
relevant education, training and skills development responses for the merSETA
manufacturing and engineering environment. The five- year Strategic Plan is the
instrument that the merSETA uses to identify five-year achievable, and realistic
targets aligned to its legislated mandate and SSP. These targets are translated
into five-year strategic outcomes, budget programme structure (aligned to the
Structure
Staff Skills
Shared Values
Strategy Systems
Style
Hard
Soft
23
SETA main areas of service delivery responsibility), and strategic outputs that
clearly state the merSETA planned actions regarding the achievement of its
strategic outcomes.
The APP outlines what the merSETA intends doing in the upcoming financial
year and provides a three-year Medium-Term Expenditure Framework (MTEF)
horizon for implementing its strategic plan. It sets out performance indicators and
targets towards achieving its strategic outcomes and outputs. The APP is the
basis upon which the SETA, reports to Parliament annually, through the Minister
of Higher Education, Science and Technology. The SLA, based on the approved
Strategic Plan and APP, is the signed agreement (contract) between the Minister
and the merSETA Accounting Authority (AA), setting out the SETA’s specific
annual obligations and responsibilities. It is the assessment framework which the
Minister and the Department of Higher Education and Training (DHET) utilise to
monitor the activities of the merSETA. The annual operational plan of the
merSETA, for all its operational core functions (see Figure 2 below), is
determined mainly on the basis of the obligations and responsibilities of the SLA
and APP, with a line of sight to the five-year Strategic Plan outcomes and SSP
priorities.
STRUCTURE: The merSETA is a Schedule 3a public entity that reports to the
Minister of Higher Education, Science and Technology. In terms of the PFMA,
the Minister of Higher Education, Science and Technology is defined as the
Executive Authority, and reports to Parliament. In this regard, the merSETA
makes all the required submissions to the Executive Authority.
The Accounting Authority, comprising of 15 members inclusive of a Chairperson,
is generally responsible for governance and ensuring that the merSETA achieves
its mandate, by reviewing its strategy, and monitoring performance and
compliance, and it is accountable to the Minister. The Chief Executive Officer is
the Accounting Officer as delegated by the Accounting Authority. The diagram
below (Figure 2), depicts the governance and operational structure of the
merSETA.
24
Figure 2: Governance and operational structure
The following governance committees are charged with meeting the strategic
outcome goals of the merSETA:
(i) the Accounting Authority
(ii) the Executive Committee
(iii) the Audit and Risk Committee
(iv) the Human Resources and Remuneration Committee
(v) the Finance and Grants Committee, and
(vi) the Governance and Strategy Committee.
From 2020 there will be six Chamber Committees, i.e. Automobile
Manufacturing, Metal and Engineering, Motor Retail, Components
Manufacturing, New Tyre Manufacturing, and Plastics Manufacturing are sub-
committees of the Accounting Authority. These are established to support the
merSETA in carrying out its mandate.
Other strategic advisory committees are the Education, Training, Quality
Assurance Committee and Regional Committees. The governance and
organisational structure has evolved over many years, and has thus far
responded effectively and efficiently to SETA needs.
Strategy &
Research
Accounting Authority
AA Committees
Company Secretary &
Compliance Office
CEO
Finance Operations Corporate
Services
25
The review of the operational structure is critical in ensuring that the merSETA is
responsive to its renewed mandate as pronounced in the NSDP, which calls for
greater collaboration, integration, and a strong emphasis on governance.
Compliance, particularly with regard to compliance imperatives of the PFMA and
the Public Audit Act No 5 of 2018 (as amended) is critical in-service delivery.
SYSTEMS: The merSETA has developed and implemented systems to support
planning, decision making and its operations. The following systems support the
functioning of the merSETA:
Information Technology - Information and Communication Technology
(ICT) is a critical pillar of the merSETA. It is a key enabler of organisational
processes supporting the strategy and organisational performance. The
merSETA is in the process of reviewing its ICT infrastructure, policies,
procedures, business processes, systems and structures in line with the
new strategy. ICT is set to play an important role in enhancing business
efficiency and effectiveness, through driving digital transformation. An
enterprise content management and digital transformation roadmap has
been developed to guide the merSETA in its digital transformation journey,
to address challenges and opportunities in data, information and knowledge
management practices, processes and technologies. The road map
stresses the need to address ICT infrastructure challenges, integrate ICT
solutions and implement data governance practices over the medium term.
Governance - The Accounting Authority is the oversight body within the
merSETA that ensures good corporate governance. It works within the
governance framework of the Public Finance Management Act and ensuing
regulations. Responsibilities and tasks are delegated to various structures,
committees, management and staff members, but the Accounting Authority
is ultimately accountable for all SETA affairs, in line with the Skills
Development Act. Going forward, in light of changes in key legislation such
as the Public Audit Act Amendment Act 5 of 2018, strengthening
governance and compliance is key.
Programme Implementation - The purpose of Programme
Implementation is to support the management of Discretionary Grants
26
(DG), from application to awarding of funding. This is done through signing
of agreements, processing claims, managing commitment schedules, as
well as monitoring of DG contracts. Priorities identified in the merSETA
strategy guide the conceptualisation and implementation of programmes.
Quality Assurance - The quality assurance system is a critical component
of programmes and projects implementation. Going forward, a strong focus
will be to ensure the quality assurance of merSETA funded interventions,
to ensure alignment to industry expectations. The quality assurance system
is also critical in ensuring that learners receive quality training. This is
consistent with the NDP and NSDP vision of ensuring that South African
citizens have access to quality education and training, to enhance their
capability to be active participants in developing the potential of the country.
Communication - The merSETA is responsible for effective and regular
communication to all stakeholders within and outside the designated sector.
Communication takes place through multiple channels, including the print
media, social media, and face-to-face engagement such as regular
workshops, colloquia, seminars and conferences. Stakeholder
representatives meet regularly in the various committees mentioned. The
merSETA has enhanced communication to stakeholders through the
establishment of regional offices in Mpumalanga/Limpopo, Eastern Cape,
Free State/Northern Cape, Gauteng North/North West, Gauteng South,
KwaZulu-Natal, Western Cape, as well as the Head Office in
Johannesburg. The regional offices service member companies and other
stakeholders at the coalface of implementation. The merSETA will also
focus on increasing its reach to its stakeholders, showcasing its successes
and brand communication.
Research, planning, monitoring, reporting and evaluation - The
merSETA research, planning, monitoring and evaluation is guided by the
Department of Planning, Monitoring and Evaluation (DPME), and the
National Treasury Framework of policies and guidelines for planning and
performance management. Planning is conducted annually, based on
research and evidence-based decision making. Performance monitoring
and reporting to the DHET and National Treasury takes place on a quarterly
27
basis, and through annual reporting. In addition, performance monitoring
and reporting takes place through internal and external audits, bi-annual
budget reviews, as well as regular management meetings and AA (inclusive
of its committees) meetings. Processes, systems and impact evaluations of
the delivery of merSETA skills development programmes and projects are
implemented, to continuously inform the merSETA of challenges,
successes and impact of skills development delivery for the merSETA
sector. Research is aimed at understanding economic, labour market and
social drivers, signals and indicators that impact on skills development for
the merSETA sector, particularly pertaining to shortages and gaps related
to occupations and skills in demand. The applied research and innovation
system focuses on research and innovation projects intended to pilot, and
test concepts and solutions prior to full scale implementation.
Finance - The financial system is informed by the PFMA, Public Audit Act
No 5 of 2018 as amended, and Treasury Regulations. Financial
management includes administration of the organisation, and disbursement
of mandatory and discretionary grants. There is regular reporting of
financial information to the management, Accounting Authority,
committees, Treasury and DHET. Internal and external audits of financial
information take place annually in terms of the legislation. The merSETA
exercises strong fiduciary responsibility, which is evident in the unqualified
audit reports from the Auditor-General’s office year-on-year. The merSETA
will also tighten internal controls to reduce audit findings.
Knowledge Management - The purpose of knowledge management (KM)
at the merSETA is to help foster an open and enabling forum for the
communication of ideas, concepts and information throughout the
organisation. The knowledge management framework focuses on issues of
access, sharing, integration and preservation of the merSETA knowledge
assets, in order to turn the merSETA into an innovative, learning and
knowledge-based organisation.
Quality Management - The merSETA has been certified to ISO 9001:2008
for the past nine years since August 2009, and in August 2018 the
merSETA was re-certified to ISO 9001:2015. This milestone signifies that
28
the merSETA business systems, processes and activities have been
benchmarked against the best, aligning them with the International Quality
Management System. The achievement of this certification also means that
the merSETA provides confidence to all the interested parties and
stakeholders, as it seeks to achieve and exceed stakeholders’ needs and
services in the achievement of its strategic priorities.
STAFF: The merSETA staff establishment component totals 225. Currently, 80%
of the merSETA positions are filled. The review of the operational structure
necessitates a review of jobs and competencies. To effectively implement its new
strategy, continuous skilling and development of the merSETA staff is key, to
ensure that they have the competencies to implement projects, programmes and
systems supporting the new strategy. The strategy also places merSETA staff at
its core, as staff, with the guidance from leadership drive the implementation of
the strategy. Creating an environment that promotes growth, innovation and
employee wellness is important to the success of the merSETA.
Table 2: The merSETA staff component
Male Female Foreign
Nationals
Totals OCCUPATIONAL LEVEL African Coloured Indian White African Coloured Indian White Male Female
Top Management 0 0 0 0 0 0 0 0 0 0 0
Senior Management 0 1 0 0 2 0 0 1 0 0 4
Professionally Qualified 11 3 1 3 8 4 2 5 2 0 39
Skilled and Qualified 34 12 3 7 28 5 1 2 0 0 92
Semi-skilled 24 1 0 0 40 5 0 4 0 0 74
Unskilled 2 0 0 0 10 1 0 0 0 0 13
Total Permanent 71 17 4 10 88 15 3 12 2 0 222
Temporary Staff 1 0 0 0 2 0 0 0 0 0 3
Grand total 72 17 4 10 90 15 3 12 2 0 225
The merSETA vacancy rate falls within the normal range. The staff turnover rate
fluctuates below 5%. An average staff tenure of >3 years and a staff satisfaction
rate of >72% is indicative of employee stability and good practice in human
29
resource management (HRM). Going forward, the merSETA organisational
structure and human resources planning needs to be reviewed, to ensure a
relevant delivery mechanism that is sustainable, and aligned to the emerging
strategic and operational objectives. An in-depth organisational development
process is needed, which includes the systematic identification and analysis of
quantitative and qualitative workforce requirements.
The outcomes of the organisational development process must be entrenched
through the following (and other) operational activities:
(i) A consultative process that culminates in an approved strategic human
resource capacity plan that is both aligned and relevant to the South African
context.
(ii) Integration of human resource planning and other relevant HRM
interventions to the strategic planning and budgeting cycle of the
organisation.
(iii) Development of appropriate budgeting or cost modelling for the human
resource plan.
(iv) Ensuring an adequate skills supply and pipeline of qualified and
competent staff.
The merSETA has identified its staff as one of its important resources, and a
strong emphasis should be placed on recruitment and retention of skilled and
talented people. Systems to support recognition, innovation and performance
management are also critical in building a capable organisation.
SKILLS: In carrying out its mandate, the merSETA relies on its skilled personnel
in planning and implementing skills development initiatives that address the
needs of the sector, and national priorities. The recruitment and retention of
skilled people is at the centre of the merSETA operations. Changes brought by
technology and innovation in systems and processes require that the merSETA
invests in continuous professional development, to address skills gaps. Skills
audits are also important in determining the current level of knowledge and skills
in the organisation, against the required level of skills desired by the organisation.
30
This will enable the merSETA to put in place relevant initiatives to address the
gaps and optimal use of its skills base.
STYLE (Governance and Leadership): The leadership style of the Accounting
Authority is highly consultative, providing opportunities for stakeholder inputs and
endorsement through a range of committees and stakeholder fora. The
Management Committee (MANCO) serves as a link between internal operational
management and governance structures. merSETA leadership is guided by the
value system with an emphasis on self-leadership, collaboration and self-
reflection.
4.3 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis
The SWOT analysis is used to determine and define the strengths, weaknesses,
opportunities and threats in both the internal and external environment within which
the merSETA operates.
Table 3: Swot analysis
Strength Weakness
Stability in the management structure
Financial certainty
Good administration
Institutional memory
Good governance and leadership
Good track record, reputation
Strong relationships with stakeholders/ partnerships
Fragmented business processes and systems
Low management staff turnover (may indicate lack of innovation)
Stakeholder engagement and marketing
Poor monitoring and evaluation of outcomes
Capacity issues in the regions to meet stakeholder needs
Opportunities Threats
Strengthened partnerships particularly to improve the quality of TVET Colleges
The social economy in support of entrepreneurship, Small, Medium and Micro Enterprises (SMEs), Co-ops
Career awareness (young people, adults and workers)
Long term research into new growth areas such as the social economy, green, blue and circular economy
Slow adoption of digital transformation
Poor data management and governance
Dependencies on other role players in the skills ecosystems (with poor capability)
In order to build a stronger SETA that is responsive to the changing skills
development ecosystem, the merSETA needs to strengthen its systems to
31
support the development and implementation of a responsive strategy. These
include:
A strengthened monitoring and evaluation system: In 2016, the
merSETA implemented its organisation wide monitoring and evaluation
framework to improve the monitoring and evaluation of its operational and
organisational performance. The merSETA should strengthen its
monitoring and evaluation system for improved governance, administration
and accountability. Importantly, merSETA must institute mechanisms to
ensure that actions are taken based on findings from monitoring and
evaluation activities, as well as demonstrate understanding of the
strengths, challenges and impact of its implemented initiatives.
Partnerships, learning networks and collaboration systems: The
merSETA should use its partnerships more strategically, and endeavour to
participate in relevant learning networks, building systems for collaboration
and learning as important vehicles for promoting an integrated approach to
developing, as well as implementing targeted, bespoke skills development
initiatives. These should be relevant to the needs of the worker, employers,
sector industries, community and national priorities. New types of
collaboration and partnerships systems are required for provision of access
to skills development that will contribute to the growth of rural and township
economies, stronger SMEs/cooperatives/other informal job creation
entrepreneurial activities, decrease of youth unemployment, worker re-
skilling, and skills for females and people with disability. Very importantly,
merSETA partnerships have been implemented in a variety of approaches.
It is opportune that best practice partnership conceptualisation, planning,
contracting, implementation and partnership management that have
emerged from some of our partnerships are systematised into a single
coherent partnership system for all partnerships, irrespective of which
division or unit is managing them. The system would include refining
processes for the operationalisation of the recently approved Programmes
and Projects Policy.
Innovation systems: Developing innovative systems and approaches to
delivering skills in response to the trends driven by policy imperatives,
32
technology, the economy, the labour market and the overall socio-economic
context. The merSETA plans to continue working with HEIs, research
institutions, industry and civil society in developing innovative systems that
address challenges in the current system. The merSETA is in the process
of developing a high-quality new apprenticeship skills development process
in South Africa that is more efficient, accessible, and scalable- one that is
capable of preparing apprentices for Industry 4.0. The merSETA innovation
systems for delivery of skills should include expanding access through the
use of technology, international knowledge exchange and knowledge
adaptation, access to studies beyond the borders of the republic, and
leveraging bilateral and multi-lateral agreements, particularly in
knowledge/disciplines in related to Industry 4.0.
A strengthened governance, administrative and resourcing system:
The NSDP states continued commitment for the social partnership model
of governance (business, labour and government). The strength and value
add of the social partner model of governance is intended to provide for the
co-creation of the most appropriate solutions for the sector. The merSETA
social partnership system should ensure that constituencies avail those
who can build a strong accounting authority, an authority of individuals who
are knowledgeable about the fiduciary and statutory obligations of serving
on public entity bodies, as well as having the ability to balance specific
constituency aspirations, and sector wide growth and development needs.
The National Skills Authority states that critical to strengthened governance
for the SETAs, will be systems that provide for clearer demarcation of, and
minimising duplication of roles and responsibilities of governance structures
and management, and the building of trust between these. A strengthened
merSETA governance system would enable governance structures to play
an important role in not only delivering skills to the sector, but also in
influencing policy. The funding mechanisms of the SETA should be
reviewed, such that focus is on quality and impact for the short, medium,
and long-term skills development of current and future employees, and the
current and future growth trajectories of the mer-industries/businesses.
33
A strategic labour market intelligence system: The merSETA should
build strategic intelligence systems to support evidence-based decision
making, planning and operational efficiency. Credible research, good data
management and governance practices, and a labour market information
system are some of the key pillars in building a credible institutional
mechanism for skills planning. Such a strategic labour market intelligence
system needs to draw on a mix of research approaches and methodologies,
and have the capability to draw data from a variety of sources, both within
merSETA and from the mer-sector environment. A strategic labour market
intelligence system cannot work without the willing contributions of credible,
relevant data and information from industry players, and merSETA
stakeholders (business and labour). Business and labour stakeholder
commitments to availing space and opportunity for data gathering and
analysis will be a critical element of the system, and the merSETA AA would
have to be central in acquiring such commitments.
A digital ecosystem for the merSETA: The merSETA has recognised that
its data, information and knowledge are strategic assets for strengthening
strategic planning, strategic decision making, governance, risk
management and operational efficiency, particularly as they pertain to
internal control efficiencies. The approach adopted for data, information
and knowledge management is through enterprise content management
(ECM) that should be supported by advanced technology available. The
ECM building blocks identified by the merSETA include data management
and governance, information management, records management,
knowledge management, social media management, web content
management, enterprise communication, management information
systems, and business process management. The merSETA is
approaching ECM from four perspectives, namely:
(i) Technology (tools & deliverables)
(ii) People (organisation / culture and roles and responsibilities)
(iii) Processes (activities, practices and techniques), and
(iv) Information (including data and knowledge).
34
The renewed approach to the management of the merSETA content is also
a means for digital transformation of the way in which merSETA conducts its
business. This is part of the merSETA response to the digital driven Fourth
Industrial Revolution.
35
PART C: MEASURING OUR PERFORMANCE
5 Institutional Programme Performance Information
5.1 Programme 1: Administration
Programme purpose
The purpose of this programme is to:
(i) Instil a single coherent best practice effective and efficient governance,
leadership and management activities for the AA, its committees,
management and staff of the merSETA
(ii) Ensure compliance to legislated and regulated obligations, as well as to
organisational policies, and
(iii) Establish a skilled high-performance environment.
Programme 1: Administration indicators and targets
Table 4 highlights performance indicators and targets for programme 1 over the
medium-term expenditure framework.
Table 4: Programme 1: MTEF Performance Indicators, Annual and Quarterly Targets for
2020/21
Outcomes
Outputs
Output
Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Outcome 1:
Ethical
governance
and
resourced
capable
merSETA
operations
established
and
maintained,
to equitably
provide skills
development
related
services,
Strategic
Output 1:
Effective and
efficient
governance
and leadership
practice
implemented.
Percentage of
compliance
with Corporate
Governance
Compliance
report.
New New New 100% 100% 100% 100%
Strategic
Output 2:
Improved
financial and
corporate
management.
Percentage
reduction of
internal
control
deficiencies
reported in
previous
external and
N/A 70% 74% 100% 100% 100% 100%
36
Table 5: Programme 1 Quarterly Targets 2020/21
Output Indicators Annual
Target 1st 2nd 3rd 4th
Percentage of compliance with Corporate Governance
Compliance report. 100% 100% 100% 100% 100%
Percentage reduction of internal control deficiencies reported
in previous external and internal audit reports. 100% 30% 50% 90% 100%
Percentage achievement of annual Employment Equity (EE)
targets. 100% N/A N/A N/A 100%
5.2 Programme 2: Skills Planning
Programme purpose
The purpose of this programme is to establish an effective mechanism for sector skills
planning. The functions of this programme encompass research, planning, monitoring
and evaluation, as well as applied research and innovation. It is intended to research
economic, labour market and social drivers, signals and indicators that impact on skills
development for the merSETA sector, particularly pertaining to shortages and gaps
related to occupations and skills in demand. Applied research and innovation refers to
research and innovation projects intended to pilot, and test concepts and solutions
prior to full scale implementation. Grants are availed to support this programme, so as
to enable partnerships with a broad range of partners, including merSETA employer
and labour stakeholders. This programme is also about establishing systems,
processes and policies to promote research, planning, monitoring and evaluation.
goods and
products
responsive
to
occupations
and skills
growth
demand of
the
merSETA
sector
industries,
and labour
market
.
internal audit
reports.
Percentage
achievement
of annual
Employment
Equity (EE)
targets.
N/A N/A N/A N/A 100% 100% 100%
37
Programme 2: Skills planning indicators and targets
The Table below highlight the performance indicators and targets over the medium-
term expenditure framework.
Table 6: Programme 2 MTEF Performance Indicators, Annual and Quarterly Targets for
2020/21
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual Performance
Estimated
performance
(current year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Outcome 2: Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations, and skills demand required for the merSETA sector engineering and manufacturing industries and related labour marke.t Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of
Strategic Output 3: Establishment of credible and effective systems and strategies for research, planning, monitoring and evaluation.
Number of WSPs and ATRs approved for small firms: (49 or less employees).
2 171 2 111 1750 2 135 2 242 2 353 2471
Number of WSPs and ATRs approved for medium firms: (50-149 employees).
926 853 860 833 875 918 964
Number of WSPs and ATRs approved for large firms: (150 + employees).
540 509 528 500 525 551 579
Number of tracer studies to be conducted to establish employability.
N/A
N/A
N/A
N/A
1
1
1
Number of strategic innovation programmes piloted.
N/A
N/A
N/A
N/A
2
4
6
Researched Sector Skills Plan (SSP) approved by the Executive Authority.
N/A
SSP was accepted
and approved
by the Executiv
e Authority
SSP was accepted
and approved
by the Minister
SSP that is
recorded as
accepted and
approved by the
Executive Authority
SSP that is
recorded as
accepted and
approved by the
Executive
Authority
SSP that is
recorded as
accepted and
approved by the
Executive
Authority
SSP that is
recorded as
accepted and
approved by the
Executive Authority
38
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual Performance
Estimated
performance
(current year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
ownership, control and management Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Number of research and development collaboration outcomes implemented to support the review, or renewal of TVET college curricula, and, or learning materials.
N/A N/A N/A N/A 2 3 4
Number of research and development collaboration outcomes implemented to support the development of CET college curricula, and, or learning materials
N/A N/A N/A N/A 2 3 4
Table 7: Programme 2 Quarterly targets
Indicators Annual target 1st 2nd 3rd 4th
Number of WSPs and ATRs approved for small firms: (49 or less employees).
2242
0
1121
1121
0
Number of WSPs and ATRs approved for medium firms: (50-149 employees).
875
0
437
438
0
Number of WSPs and ATRs approved for large firms: (150 + employees).
525
0
262
263
0
Number of tracer studies to be conducted to establish employability.
1
N/A
N/A
N/A
1
Number of strategic innovation programmes piloted. 2 N/A N/A N/A 2
Researched Sector Skills Plan (SSP) approved by the Executive Authority.
SSP that is recorded as
accepted and approved by the
Executive Authority.
First draft of the SSP
approved by AA and
submitted to the DHET by
15th June.
Final submission of the SSP by 1st
August recorded as
accepted and approved by the merSETA Accounting Authority.
N/A
SSP approved by
the Executive Authority.
Number of research and development collaboration outcomes implemented to support the review, or renewal of TVET college curricula, and, or learning materials
2
N/A
N/A
N/A
2
Number of research and development collaboration outcomes implemented to support the development of CET college curricula, and, or learning materials.
2
N/A
N/A
N/A
2
39
5.3 Programme 3: Learning Programmes and Projects
Programme Purpose
This programme is central in the implementation of NSDP outcomes by implementing
programmes, projects and a range of financial incentives, as well as merSETA non-
financial services that will facilitate merSETA to achieve its targets for a skilled
workforce, in response to local, regional, national and sectoral priorities. Partnerships
and strategic alliances with employers, PSET institutions, non-levy paying entities,
SMEs, cooperatives, labour organisations, NPOs, public entities, other SETAs,
informal sector, and international partners is critical in delivering programmes and
projects.
The situational analysis indicates that due to technological advancements and other
changes, the manufacturing sector is undergoing rapid changes both globally and
locally. This means that the merSETA must be flexible in its responses to facilitate,
support and incentivise skills development initiatives for its sector. The merSETA
financial incentives and non-financial services framework is geared towards the
effective use of its resources, to respond to sectoral national, regional and local
priorities. Initiatives are funded through Mandatory Grants, full Discretionary Grant
subsidy, partial Discretionary Grant subsidy, and non-financial support and services
for learning. The breakdown of the funding of programmes and projects using this
model is highlighted in the Service Level Agreement (see Annexure A). The Tables
below highlight the top 10 occupations in demand that are common across all five
Chambers, and occupations in demand per Chamber. However, the listed occupations
in demand are not the only skills needs that will be addressed through Programmes
3. Priority skills needs that are specific to individual industries, firms, regions,
provinces and other skills will emerge from a variety of sources, given the impact of
continuous innovations and disruptions within the manufacturing context that require
new sets of skills. The main Professional, Vocational, Technical and Academic
Learning (PIVOTAL) interventions for the listed occupations in demand will be
apprenticeships, learnerships, skills programmes and academic programmes, whilst a
few may be addressed through internships and work placements.
40
Table 8: The merSETA top 10 Occupation in Demand PIVOTAL List (ranked)
RANK OCCUPATION CODE
OCCUPATION SPECIALISATION/ ALTERNATIVE TITLE
INTERVENTIONS NQF LEVEL
1 2017-122102 Sales Manager Sales Manager Bursary, Skills
Programmes 6-9
Sales Executive
2 2017-132102 Manufacturing Operations Manager
Production / Operations Manager (Manufacturing)
Bursary, Skills Programmes
6-9
3 2017-121901 Corporate General Manager
Corporate General Manager Bursary, Skills Programmes
6-9
4 2017-671101 Electrician
Electrician Apprenticeship, Learnership, Skills Programmes
4-6 Electrician (General)
Electrician (Engineering)
5 2017-121101 Finance Manager Finance Manager Bursary, Skills Programmes
6-9
6 2017-121908 Quality Systems Manager
Quality Auditor Bursary, Skills Programmes
6-9
7 2017-214101 Industrial Engineer Industrial Engineer Bursary, Skills Programmes
6-9
8 2017-671202 Millwright Millwright Apprenticeship, Learnership, Skills Programmes
4-6
9 2017-132401 Supply and Distribution Manager
Supply and Distribution Manager
Bursary, Skills Programmes
6-9
10 2017-311801 Draughtsperson Draughtsperson Bursary, Skills Programmes
5-9
Table 9: The merSETA Sub-Sector Skills Priorities (ranked)
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
1 2017-122102 Sales Manager x x x x x 5 Highest Skills Programmes
2 2017-132102 Manufacturing Operations Manager x x x x x 5 Highest Skills Programmes
3 2017-121901 Corporate General Manager x x x x x 5 Highest Bursaries
4 2017-671101 Electrician x x x x x 5 Highest Apprenticeships
5 2017-121101 Finance Manager x x x x x 5 Highest Skills Programmes
6 2017-121908 Quality Systems Manager x x x x x 5 Highest Skills Programmes
7 2017-214101 Industrial Engineer x x x x x 5 Highest Bursaries
8 2017-671202 Millwright x x x x x 5 Highest Apprenticeships
9 2017-132401 Supply and Distribution Manager x x x x x 5 Highest Skills Programmes
10 2017-311801 Draughtsperson x x x x x 5 Highest Learnership
41
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
11 2017-122105 Customer Service Manager x x x x x 5 Highest Skills Programmes
12 2017-311501
Mechanical Engineering Technician x x x x x 5 Highest Skills Programmes
13 2017-671208 Transportation Electrician x x x x x 5 Highest Apprenticeships
14 2017-122101 Sales and Marketing Manager x x x x x 5 Highest Bursaries
15 2017-121905 Programme or Project Manager x x x x x 5 Highest Skills programmes
16 2017-132404 Warehouse Manager x x x x x 5 Highest Bursaries
17 2017-132104 Engineering Manager x x x x x 5 Highest Bursaries
18 2017-134904 Office Manager x x x x x 5 Highest Skills Programmes
19 2017-311301 Electrical Engineering Technician x x x x x 5 Highest Skills Programmes
20 2017-132402 Logistics Manager x x x x x 5 Highest Bursaries
21 2017-121902 Corporate Services Manager x x x x x 5 Highest Skills programmes
22 2017-132301 Construction Project Manager x x x x x 5 Highest Skills Programmes
23 2017-671207 Armature Winder x x x x 4 Highest Skills Programmes
24 2017-132101 Manufacturer x x x x x 5 Highest Adult Education and Training (AET)
25 2017-134916 Non-Manufacturing Operations Foreman x x x x x 5 Highest Skills programmes
26 2017-671204 Lift Mechanic x x x x x 5 Highest Skills Programmes
27 2017-132106 Manufacturing Quality Manager x x x x x 5 Highest Bursaries
28 2017-214103 Production Engineer x x x x x 5 Highest Bursaries
29 2017-311201 Civil Engineering Technician x x x x x 5 Highest Skills Programmes
30 2017-134915 Non-Manufacturing Operations Manager x x x x x 5 Highest Skills Programmes
31 2017-121904 Contract Manager x x x x x 5 Highest Bursaries
32 2017-122103 Director of Marketing x x x x x 5 Highest Bursaries
33 2017-214102 Industrial Engineering Technologist x x x x x 5 Highest Bursaries
34 2017-214201 Civil Engineer x x x x x 5 Highest Bursaries
35 2017-133105 Information Technology Manager x x x x x 5 Highest Bursaries
36 2017-312301 Building Associate x x x x x 5 Highest Skills Programmes
37 2017-214904 Quantity Surveyor x x x x x 5 Highest Bursaries
38 2017-121102 Payroll Manager x x x x x 5 Highest Bursaries
39 2017-671203 Mechatronics Technician x x x x x 5 Highest Bursaries
40 2017-111207 Senior Government Manager x x x x x 5 Highest Bursaries
42
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
41 2017-134903 Small Business Manager x x x x x 5 Highest Bursaries
42 2017-134902 Laboratory Manager x x x x x 5 Highest Bursaries
43 2017-133101 Chief Information Officer x x x x x 5 Highest Bursaries
44 2017-133103 Data Management Manager x x x x 4 Highest Skills Programmes
45 2017-121103 Credit Manager x x x x 4 Highest Skills Programmes
46 2017-132302 Project Builder x x x x x 5 Highest Skills Programmes
47 2017-351201 ICT Communications Assistant x x x x x 5 Highest Skills Programmes
48 2017-132403 Road Transport Manager x x x x x 5 Highest Bursaries
49 2017-133104 Application Development Manager x x x x x 5 Highest Bursaries
50 2017-132405 Fleet Manager x x x x 4 Highest Bursaries
51 2017-214104
Production Engineering Technologist x x x x 4 Highest Bursaries
52 2017-313201 Water Plant Operator x x x x x 5 Highest Skills Programmes
53 2017-214907 Materials Engineer x x x x x 5 Highest Bursaries
54 2017-251901 Computers Quality Assurance Analyst x x x x x 5 Highest Bursaries
55 2017-261901 Adjudicator x x x x 4 Highest Bursaries
56 2017-111202 General Manager Public Service x x x x x 5 Highest Skills Programmes
57 2017-133102 ICT Project Manager x x x x 4 Highest Skills Programmes
58 2017-651202 Welder x x x x x 5 Highest Skills Programmes
59 2017-652301 Metal Machinist x x x x x 5 Highest Skills Programmes
60 2017-653306 Diesel Mechanic x x x x x 5 Highest Skills Programmes
61 2017-651302 Boiler Maker x x x x x 5 Highest Skills Programmes
62 2017-432101 Stock Clerk / Officer x x x x x 5 Highest Skills Programmes
63 2017-721901 Product Assembler x x x x x 5 Highest Skills Programmes
64 2017-652302 Fitter and Turner x x x x x 5 Highest Skills Programmes
65 2017-214401 Mechanical Engineer x x x x x 5 Highest Skills Programmes
66 2017-651301 Sheet Metal Worker x x x x x 5 Highest Apprenticeships
67 2017-311904 Manufacturing Technician x x x x x 5 Highest Skills Programmes
68 2017-332301 Retail Buyer x x x x x 5 Highest Adult Education and Training (AET)
69 2017-653309 Forklift Mechanic x x x x x 5 Highest Apprenticeships
70 2017-653307 Heavy Equipment Mechanic x x x x x 5 Highest Apprenticeships
71 2017-214501 Chemical Engineer x x x x x 5 Highest Bursaries
71 2017-251203 Developer Programmer x x x x x 5 Highest Skills Programmes
72 2017-411101 General Clerk x x x x x 5 Higher Skills Programmes
43
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
73 2017-432102
Dispatching and Receiving Clerk / Officer x x x x x 5 Higher Skills Programmes
74 2017-653303 Mechanical Fitter x x x x x 5 Higher Skills Programmes
75 2017-226302
Safety, Health, Environment and Quality (SHE&Q) Practitioner x x x x x 5 Higher Apprenticeships
76 2017-734402 Forklift Driver x x x x x 5 Higher Bursaries
77 2017-332302 Purchasing Officer x x x x x 5 Higher Skills Programmes
78 2017-121201 Human Resource Manager x x x x x 5 Higher Skills Programmes
79 2017-733201 Truck Driver (General) x x x x x 5 Higher Skills Programmes
80 2017-431301 Payroll Clerk x x x x x 5 Higher Skills Programmes
81 2017-734301 Crane or Hoist Operator x x x x x 5 Higher Skills Programmes
82 2017-121206 Health and Safety Manager x x x x x 5 Higher
Adult Education and Training (AET)
83 2017-121202 Business Training Manager x x x x x 5 Higher Skills Programmes
84 2017-311401 Electronic Engineering Technician x x x x x 5 Higher Skills Programmes
85 2017-325705 Safety Inspector x x x x x 5 Higher Skills Programmes
86 2017-651203 Fitter-welder x x x x x 5 Higher Adult Education and Training (AET)
87 2017-413201 Data Entry Operator x x x x x 5 Higher Skills Programmes
88 2017-653301 Industrial Machinery Mechanic x x x x x 5 Higher Skills Programmes
89 2017-311905 Industrial Engineering Technician x x x x x 5 Higher Bursaries
90 2017-251201 Software Developer x x x x 4 higher Skills Programmes
91 2017-333905 Supply Chain Practitioner x x x x x 5 Higher Bursaries
92 2017-333908 Marketing Coordinator x x x x x 5 Higher Skills Programmes
93 2017-432301 Transport Clerk x x x x x 5 Higher Skills Programmes
94 2017-143901 Facilities Manager x x x x x 5 Higher Skills Programmes
95 2017-541401 Security Officer x x x x x 5 Higher Skills Programmes
96 2017-142103 Retail General Manager x x x x x 5 Higher Skills Programmes
97 2017-333903 Sales Representative (Business Services) x x x x x 5 Higher Skills Programmes
98 2017-351302
Geographic Information Systems Technicians x x x x x 5 Higher Bursaries
99 2017-242302 Skills Development Practitioner x x x x x 5 Higher Skills Programmes
100 2017-214402
Mechanical Engineering Technologist x x x x x 5 Higher Skills Programmes
44
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
101 2017-642607 Pipe Fitter x x x x 4 Higher Skills Programmes
102 2017-332101 Insurance Agent x x x x 4 Higher Skills Programmes
103 2017-251202 Programmer Analyst x x x x x 5 Higher Bursaries
104 2017-653304 Diesel Fitter x x x x 4 higher Apprenticeships
105 2017-251101 ICT Systems Analyst x x x x 4 Higher Skills Programmes
106 2017-351301 Computer Network Technician x x x x x 5 Higher
Adult Education and Training (AET)
107 2017-524401 Call Centre Salesperson x x x x x 5 Higher Skills Programmes
108 2017-653302 Mechanical Equipment Repairer x x x x 4 Higher Apprenticeships
109 2017-241301 Financial Investment Advisor x x x x 4 Higher Bursaries
110 2017-734101
Agricultural Mobile Plant (Equipment) Operator x x x x x 5 Higher Skills Programmes
111 2017-641501 Carpenter and Joiner x x x x x 5 Higher Skills Programmes
112 2017-641502 Carpenter x x x 3 Higher Apprenticeships /ARPL
113 2017-541101 Fire Fighter x x x x x 5 Higher Skills Programmes
114 2017-142101 Importer or Exporter x x x x x 5 Higher Skills Programmes
115 2017-251401 Applications Programmer x x x x 4 Higher Bursaries
116 2017-331401
Statistical and Mathematical Assistant x x x x x 5 Higher Skills Programmes
117 2017-671302 Cable Jointer x x x x 4 Higher Adult Education and Training (AET)
118 2017-671301 Electrical Line Mechanic x x x x 4 Higher Skills Programmes
119 2017-653310 Lubrication Equipment Mechanic x 3 Higher Skills Programmes
120 2017-641902 Scaffolder x 3 High Skills Programmes
121 2017-252301 Computer Network and Systems Engineer x x x x 4 High Skills Programmes
122 2017-252101 Database Designer and Administrator x x x x 4 High Skills Programmes
123 2017-412101 Secretary (General) x x x x 4 High Bursaries
124 2017-422301 Switchboard Operator x x x x 4 High Skills Programmes
125 2017-216601 Digital Artist x x x x 4 High Bursaries
126 2017-222104 Registered Nurse (Community Health) x x x 3 High Skills Programmes
127 2017-143904 Security Services Manager x x x x 4 High Skills Programmes
128 2017-234201
Early Childhood Development Practitioner x x 2 High Skills Programmes
129 2017-333201 Events Manager x x 2 High Skills Programmes
45
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
130 2017-214502 Chemical Engineering Technologist 2 High Bursaries
131 2017-651204 Gas Cutter 2 High Skills Programmes
132 2017-653101 Automotive Motor Mechanic x x x x x 5 Higher Skills Programmes
133 2017-832901 Metal Engineering Process Worker x x x x x 5 Higher Skills Programmes
134 2017-312201
Production / Operations Supervisor (Manufacturing) x x x x x 5 Higher Skills Programmes
135 2017-522303 Automotive Parts Salesperson x x x x x 5 Higher Skills Programmes
136 2017-832910 Component Fitter x x x x x 5 Higher Skills Programmes
137 2017-684904 Panel beater x x x x x 5 Higher Apprenticeships
138 2017-718905
Engineering Production Systems Worker x x x x x 5 Higher Skills Programmes
139 2017-431101 Accounts Clerk x x x x x 5 Higher Bursaries
140 2017-732101 Delivery Driver x x x x x 5 Higher Skills Programmes
141 2017-862919 Mechanic Trade Assistant x x x x x 5 Higher Apprenticeships
142 2017-331201 Credit or Loans Officer x x x x x 5 Higher Skills Programmes
143 2017-431102 Cost Clerk x x x x x 5 Higher Skills Programmes
144 2017-643202 Vehicle Painter x x x x x 5 Higher Skills Programmes
145 2017-652201 Toolmaker x x x x x 5 Higher Apprenticeships
146 2017-714204
Plastics Production Machine Operator (General) x x x x x 5 Higher Apprenticeships
147 2017-862918
Electrical or Telecommunications Trades Assistant x x x x x 5 Higher Skills Programmes
148 2017-651401 Metal Fabricator x x x x x 5 Higher Skills Programmes
149 2017-215101 Electrical Engineer x x x x x 5 Higher Bursaries
150 2017-642702 Refrigeration Mechanic x x x x x 5 Higher Apprenticeships
151 2017-714208 Plastics Manufacturing Machine Minder x x x x x 5 Higher Skills Programmes
152 2017-672105 Instrument Mechanician x x x x x 5 Higher Apprenticeships
153 2017-651101 Moulder x x x x x 5 Higher Skills Programmes
154 2017-651402 Structural Steel Erector x x x x x 5 Higher Skills Programmes
155 2017-712102
Metal Manufacturing Machine Setter and Minder x x x x x 5 Higher Skills Programmes
156 2017-651501 Rigger x x x x x 5 Higher Skills Programmes
157 2017-684905 Vehicle Body Builder x x x x x 5 Higher Apprenticeships
46
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
157 2017-653109 Automotive Engine Mechanic x x x x x 5 Higher Apprenticeships
159 2017-672104 Electronic Equipment Mechanician x x x x x 5 Higher Apprenticeships
160 2017-652401 Metal Polisher x x x x x 5 Higher Skills Programmes
161 2017-714205
Reinforced Plastic and Composite Production Worker x x x x x 5 Higher Skills Programmes
162 2017-522302 Motorised Vehicle or Caravan Salesperson x x x x x 5 high Bursaries
163 2017-833402 Store Person x x x x x 5 High Skills Programmes
164 2017-432201 Production Coordinator x x x x x 5 High
Adult Education and Training (AET)
165 2017-811201 Commercial Cleaner x x x x x 5 High Skills Programmes
166 2017-112101 Director (Enterprise / Organisation) x x x x x 5 High Skills Programmes
167 2017-441903 Program or Project Administrators x x x x x 5 High Skills Programmes
168 2017-684305 Quality Controller (Manufacturing) x x x x x 5 High
Adult Education and Training (AET)
169 2017-243301 Industrial Products Sales Representative x x x x x 5 High Bursaries
170 2017-422601 Receptionist (General) x x x x x 5 High Bursaries
171 2017-862202 Handyperson x x x x x 5 High Skills Programmes
172 2017-242303 Human Resource Advisor x x x x x 5 High Skills Programmes
173 2017-334102 Office Administrator x x x x x 5 High Skills Programmes
174 2017-524903 Sales Clerk / Officer x x x x x 5 High Skills Programmes
175 2017-441601 Human Resources Clerk x x x x x 5 High Skills Programmes
176 2017-712101 Metal Processing Plant Operator x x x x x 5 High Skills Programmes
177 2017-542203 Special Forces Operator x x x x x 5 High Skills Programmes
178 2017-422501 Enquiry Clerk x x x x x 5 High Skills Programmes
179 2017-832902
Plastics, Composites and Rubber Factory Worker x x x x x 5 High Skills Programmes
180 2017-651403 Steel Fixer x x x x x 5 High Skills Programmes
181 2017-334302 Personal Assistant x x x x x 5 High Skills Programmes
182 2017-331301 Bookkeeper x x x x x 5 High Adult Education and Training (AET)
183 2017-243103 Marketing Practitioner x x x x x 5 High Skills Programmes
184 2017-241107 Financial Accountant x x x x x 5 High Skills Programmes
185 2017-642701
Air-conditioning and Refrigeration Mechanic x x x x x 5 High Apprenticeships
186 2017-432104 Warehouse Administrator / Clerk x x x x x 5 High Skills Programmes
47
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
187 2017-522301 Sales Assistant (General) x x x x x 5 High Bursaries
188 2017-241101 General Accountant x x x x x 5 High Bursaries
189 2017-833401 Shelf Filler x x x x x 5 High Adult Education and Training (AET)
190 2017-242210 Business Administrator x x x x x 5 High Skills Programmes
191 2017-332201 Commercial Sales Representative x x x x x 5 High Bursaries
192 2017-652404 Grinder x x x x x 5 High Adult Education and Training (AET)
193 2017-862914 Sheltered Workshop Worker x x x x x 5 High
Adult Education and Training (AET)
194 2017-643201 Industrial Spraypainter x x x x x 5 High Skills Programmes
195 2017-831301 Builder's Worker x x x x x 5 High Skills Programmes
196 2017-714202
Plastic Compounding and Reclamation Machine Operator x x x x x 5 High Skills Programmes
197 2017-242401
Training and Development Professional x x x x x 5 High Learnership
198 2017-252201 Systems Administrator x x x x x 5 High Skills Programmes
199 2017-312202 Maintenance Planner x x x x x 5 High Skills Programmes
200 2017-132107 Quality Manager x x x x x 5 High Skills Programmes
201 2017-313501
Metal Manufacturing Process Control Technician x x x x x 5 High Skills Programmes
202 2017-711201 Mineral Processing Plant Operator x x x x x 5 High Skills Programmes
203 2017-242101 Management Consultant x x x x x 5 High Bursaries
204 2017-721201
Electrical and Electronic Equipment Assembler x x x x 4 high Skills Programmes
205 2017-523102 Office Cashier x x x x x 5 High Bursaries
206 2017-311101 Chemistry Technician x x x x x 5 High Skills Programmes
207 2017-312103 Engineering Supervisor x x x x x 5 High Skills Programmes
208 2017-242402 Occupational Instructor x x x x x 5 High Bursaries
209 2017-241102 Management Accountant x x x x x 5 High Skills Programmes
210 2017-812201 Vehicle Detailer (Valet Servicer) x x x x 4 high Skills Programmes
211 2017-652204 Patternmaker x x x x 4 high Apprenticeships
212 2017-313916
Manufacturing Production Technicians x x x x x 5 High
Adult Education and Training (AET)
213 2017-832101 Packer (Non-Perishable Products) x x x x x 5 High
Adult Education and Training (AET)
48
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
214 2017-714101 Rubber Production Machine Operator x x x x x 5 High Skills Programmes
215 2017-441501 Filing or Registry Clerk x x x x x 5 High Bursaries
216 2017-313901
Integrated Manufacturing Line Process Control Technician x x x x x 5 High
Adult Education and Training (AET)
217 2017-522201 Retail Supervisor x x x x x 5 High Adult Education and Training (AET)
218 2017-721101 Machinery Assembler x x x x x 5 High Skills Programmes
219 2017-712201 Electroplater x x x x x 5 High Skills Programmes
220 2017-334101 Office Supervisor x x x x x 5 High Skills Programmes
221 2017-524501 Service Station Attendant x x x x 4 high Skills Programmes
222 2017-711301 Driller x x x x 4 high Skills Programmes
223 2017-643101 Painter x x x x x 5 High Adult Education and Training (AET)
224 2017-515301 Caretaker x x x x x 5 High Bursaries
225 2017-811101 Domestic Cleaner x x x x 4 high Skills Programmes
226 2017-713101 Chemical Production Machine Operator x x x x x 5 High Skills Programmes
227 2017-734206 Loader Operator x x x x x 5 High Skills Programmes
228 2017-311702 Metallurgical or Materials Technician x x x x x 5 High Skills Programmes
229 2017-311102 Physical Science Technician x x x x x 5 High Skills Programmes
230 2017-335402 Import-export Administrator x x x x x 5 High Skills Programmes
231 2017-214605 Metallurgist x x x x x 5 High Skills Programmes
232 2017-441602 Skills Development Administrator x x x x x 5 High Bursaries
233 2017-718304
Packaging Manufacturing Machine Minder x x x x x 5 High Skills Programmes
234 2017-214603 Metallurgical Engineer x x x x x 5 High Skills Programmes
235 2017-333910 Business Support Coordinator x x x x 4 high Bursaries
236 2017-441902 Contract Administrator x x x x x 5 High Bursaries
237 2017-523103 Ticket Seller x x x 3 high Skills Programmes
238 2017-718914 Sand Blaster x x x x x 5 High Skills Programmes
239 2017-242102 Organisation and Methods Analyst x x x x x 5 High Skills Programmes
240 2017-432103 Order Clerk / Officer x x x x x 5 High Bursaries
241 2017-811203 Tea Attendant x x x x x 5 High Skills Programmes
242 2017-653103 Motorcycle Mechanic x x x x 4 high Apprenticeships
243 2017-216302 Industrial Designer x x x x x 5 High Bursaries
49
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
244 2017-613101 Mixed Crop and Livestock Farmer x x x x x 5 High Bursaries
245 2017-672107 Special Class Electrician x x x x 4 High Skills Programmes
246 2017-122301 Research and Development Manager x x x x x 5 High Bursaries
247 2017-242208 Organisational Risk Manager x x x x x 5 High Skills Programmes
248 2017-242209 Accounting Officer x x x x x 5 High Bursaries
249 2017-243102 Market Research Analyst x x x x x 5 High Bursaries
250 2017-717201 Wood Processing Machine Operator x x x x x 5 High Skills Programmes
251 2017-243201 Communication Coordinator x x x x x 5 High Skills Programmes
252 2017-242304 Industrial Relations Advisor x x x x x 5 High Skills Programmes
253 2017-312101 Mining Production Supervisor x x x x x 5 High Skills Programmes
254 2017-532901 First Aid Attendant x x x x x 5 High Skills Programmes
255 2017-714203 Plastics Fabricator or Welder x x x x 4 High Skills Programmes
256 2017-718906
Bulk Materials Handling Plant Operator x x x x x 5 High Skills Programmes
257 2017-832909
Textile, Clothing and Footwear Factory Worker x x x x x 5 High Skills Programmes
258 2017-215202
Electronics Engineering Technologist x x x x 4 high Skills Programmes
259 2017-734201 Earthmoving Plant Operator (General) x x x x x 5 High Apprenticeships
260 2017-821104 Harvester / Picker x x x x x 5 High Skills Programmes
261 2017-242203 Company Secretary x x x x x 5 High Bursaries
262 2017-422202 Outbound Contact Centre Consultant x x x x x 5 High Skills Programmes
263 2017-431201 Insurance Administrator x x x x 4 high Skills Programmes
264 2017-441502 Office Machine Operator x x x x x 5 High Bursaries
265 2017-718302 Packing Machine Operator x x x x x 5 High
Adult Education and Training (AET)
266 2017-833301 Freight Handler (Rail or Road) x x x x x 5 High Skills Programmes
267 2017-215201 Electronics Engineer x x x x 4 high Bursaries
268 2017-718201 Boiler or Engine Operator x x x x x 5 High Skills Programmes
269 2017-242211 Internal Auditor x x x x 4 high Skills Programmes
270 2017-132110 Quality Systems Auditor x x x x x 5 High
Adult Education and Training (AET)
50
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
271 2017-235101 Education or Training Advisor x x x x x 5 High Skills Programmes
272 2017-333301 Recruitment Consultant / Officer x x x x 4 high Skills Programmes
273 2017-714201 Plastic Cable making Machine Operator x x x x 4 high Skills Programmes
274 2017-832907 Chemical Plant Worker x x x x x 5 High Skills Programmes
275 2017-242207 Compliance Officer x x x x 4 high Bursaries
276 2017-243105 Business Development Officer x x x x 4 high Bursaries
277 2017-422201 Inbound Contact Centre Consultant x x x x x 5 High Skills Programmes
278 2017-711203 Diamond Cutter and Polisher x x x x x 5 High Apprenticeships
279 2017-716109 Milling Process Machine Operator x x x x x 5 High Skills Programmes
280 2017-718907 Weighbridge Operator x x x x 4 high Bursaries
281 2017-134602 Credit Bureau Manager x x x x 4 high Skills Programmes
282 2017-216402 Transport Analyst x x x x 4 high Bursaries
283 2017-734204 Excavator Operator x x x x 4 high Skills Programmes
284 2017-832903 Timber and Wood Process Worker x x x x x 5 High Skills Programmes
285 2017-661101 Precision Instrument Maker and Repairer x x x 3 High Apprenticeships
286 2017-684907 Boat builder and Repairer x x x x 4 High Bursaries
287 2017-121906 Franchise Manager x x x x 4 high Skills Programmes
288 2017-242403 Assessment Practitioner x x x x 4 high Skills Programmes
289 2017-311701 Mining Technician x x x x 4 high Bursaries
290 2017-642401 Insulation Installer x x x 3 high Apprenticeships
291 2017-715301 Sewing Machine Operator x x x x x 5 High
Adult Education and Training (AET)
292 2017-833302 Truck Driver's Offsider x x x x x 5 High Bursaries
293 2017-215102 Electrical Engineering Technologist x x x 3 high Skills Programmes
294 2017-441603 Compensation and Benefits Clerk x x x x x 5 High Skills Programmes
295 2017-642501 Glazier x x x x x 5 High Skills Programmes
296 2017-682303 Wood Machinist x x x x x 5 High Skills Programmes
297 2017-832904 Food and Beverage Factory Worker x x x x x 5 High
Adult Education and Training (AET)
298 2017-265405 Technical Director x x x 3 High Bursaries
299 2017-661103 Scale Fitter x x x 3 High Apprenticeships
300 2017-671206 Electrical Equipment Mechanic x x x 3 High Apprenticeships
51
Rank OFO OFO Description Au
to
Meta
l
Mo
tor
New
Tyre
Pla
sti
cs
No
.
Ch
am
bers
Demand Status Intervention
301 2017-213302 Environmental Scientist x x x x 4 high Bursaries
302 2017-312102 Miner x x x x x 5 High Skills Programmes
303 2017-641201 Bricklayer x x x x x 5 High Apprenticeships
304 2017-662203 Screen Printer x x x 3 high Skills Programmes
305 2017-662315 Coating Machine Operator x x x x x 5 High Bursaries
306 2017-684913 Melter x x x x x 5 High Skills Programmes
307 2017-718903 Cable Manufacturing Machine Minder x x x 3 high Skills Programmes
308 2017-718904
Integrated Manufacturing Line Machine Setter x x x x 4 high Bursaries
309 2017-111402 Trade Union Representative x x x x 4 high Skills Programmes
310 2017-132201 Mining Operations Manager x x x 3 high Skills Programmes
311 2017-211301 Chemist x x x x x 5 High Skills Programmes
312 2017-252902 Technical ICT Support Services Manager x x x x x 5 High Skills Programmes
313 2017-262202 Information Services Manager x x x x 4 high Bursaries
314 2017-341110 Associate Legal Professional x x x x 4 high Bursaries
315 2017-641303 Refractory Mason x x x 3 High Skills Programmes
316 2017-214604
Metallurgical Engineering Technologist x x x x x 5 High Skills Programmes
317 2017-652205 Master Toolmaker x 3 high Skills Programmes
318 2017-311601 Chemical Engineering Technician x 3 high Bursaries
319 2017-524201 Sales Demonstrator x 3 high Skills Programmes
320 2017-662212
Rotary Printing and Re-reeling Flexographic Machine Technician x 3 high Bursary
321 2017-333101 Clearing and Forwarding Agent x x x x 4 high Skills Programmes
322 2017-335907 Weights and Measures Inspector x x x x 4 high Skills Programmes
323 2017-832905 Footwear and Leather Factory Worker x 3 high Skills Programmes
324 2017-215103 Energy Engineer x x x 3 high Skills Programmes
325 2017-226905 Biokineticist x x x 3 high Skills Programmes
326 2017-714207 Thermoforming Machine Operator x x x 3 high Skills Programmes
Source (MerSETA SSP)
52
Programme 3: Programmes and projects indicators and targets
Table 10 highlights performance indicators and targets for programme 3 over the
medium-term expenditure framework. There are targets in programme 3 that are
further broken down in the Service Level Agreement according to the merSETA grant
incentive model, as well financed administrative and support services for the delivery
of merSETA learning programmes.
Table 10: Programme 3 MTEF Performance Indicators, Annual and Quarterly Targets
for 2020/21
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Outcomes: Outcome 2: Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains. Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market. Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation,
Strategic output 4: Facilitation of skills development interventions to enable increased access to employment opportunities, and support to economic growth opportunities.
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for managers, professionals and technicians and associate professionals.
N/A N/A N/A N/A 3% 3% 3%
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for clerical, sales and service, skilled craft and trade workers.
N/A N/A N/A N/A 59% 59% 59%
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for machine operators and elementary workers.
N/A N/A N/A N/A 10% 10% 10%
53
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
changing business models of production and technology, and the transformation for the diversification of ownership, control and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Percentage of Discretionary Grants (DG) budget allocated for bursaries.
N/A N/A N/A N/A 8% 8% 8%
Number of unemployed learners registered for WIL programmes from TVET.
272 N/A 1746 3 000 3050 3100 3150
Number of unemployed learners completing WIL programmes from TVET.
37 N/A 934 700 750 800 850
Number of unemployed learners registered for WIL programmes from HEIs.
656 642 427 325 400 410 420
Number of unemployed learners completing WIL programmes from HEIs.
257 366 378 325 350 360 370
Number of unemployed learners registered for workplace experience/internships
385 554 419 400
420
430 440
Number of unemployed learners completing workplace experience/internships.
90 399 247 250 320 330 340
Number of unemployed learners registered for skills programmes.
2167 4176 3309 4000 4050 4100 4150
Number of unemployed learners completing skills programmes
1016 1633 2631 2633 2800 2856 2913
54
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Number of unemployed learners registered for learnership programmes.
1579 4 665 4061 2 500 3000 3060 3121
Number of unemployed learners completing learnership programmes.
1207 2 804 2800 3 000 2814 2870 2927
Number of unemployed engineering graduates registered for candidacy programmes.
0 N/A 22 20 20 25 30
Number of unemployed engineering graduates completing candidacy programmes.
0 N/A 4 20 15 20 30
Number of unemployed learners registered for bursary programmes (new entries).
346 401 194 475 100 110 120
Number of unemployed learners registered for bursary programmes (continuing).
N/A N/A N/A N/A 386 394 402
Number of unemployed learners completing bursary programmes.
163 16 120 475 193 197 201
Number of employed learners registered for learnership programmes.
1360 2634 2033 1 900 2000 2040 2080
Number of employed learners completing learnership programmes.
990 1846 1448 3230 1417 1445 1473
Number of unemployed
425 309 133 98 150 160 170
55
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
learners granted bursaries (new entries).
Number of unemployed learners granted bursaries (continuing).
N/A N/A N/A N/A 100 102 104
Number of employed learners completing bursary programmes.
160 171 25 97 50 55 60
Number of employed learners registered for skills programmes.
2 522 4 320 5483 4000 4200 4284 4368
Number of employed learners completing skills programmes.
1 206 1 819 3182 3 100 2317 2362 2409
Number of employed or unemployed learners registered for AET programmes.
448 1 210 498 600 500 510 520
Number of employed or unemployed learners completing AET programmes.
388 1 166 388 400 250 255 260
Number of learners registered for trade / artisan qualifications (new registrations).
2732 4 221 4217 4 366 4400 4500 4600
Number of learners completing trade / artisan qualifications.
1565 2 819 3315 3 400 3 570 3641 3713
Number of candidates undergoing Recognition of Prior Learning (RPL) or Artisan
317 2 495 2057 1 500 1600 1632 1664
56
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Recognition of Prior Learning (ARPL).
Outcomes: Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of ownership, control and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market
Strategic Output 5: Strategic skills development related collaborations and partnerships, to respond to national, provincial, local and sector strategic priorities.
Number of active TVET college partnerships established.
14 8 12 8 9 9 9
Number of active SETA-HEI partnerships established.
6 2 24 6 7 8 8
Number of active CET partnerships established.
N/A N/A N/A N/A 2 3 4
Number of new SETA-Employer partnerships established.
1 696 1786 1569 1600 1680 1680 1680
Number of
active
partnerships
with public
sector
departments
and institutions.
N/A 0 4 2 4 5 6
Outcome 2:
Strategic Output 6: Facilitation of
Number of Co-operatives supported
36 17 11 20 10 17 22
57
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated
performa
nce
(current
year
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains.
skills development interventions, to support the development and establishment of sustainable SMEs, cooperatives, and local or community-based employment and income generation activities, aligned to merSETA engineering and manufacturing value chain. Strategic output 4: Facilitation of skills development interventions to enable increased access to employment opportunities, and support to economic growth opportunities.
through skills development.
Number of small businesses supported through skills development.
1 894 1 651 545 1 500 1500 1530 1560
Number of Non-Profit Organisations (NPOs) supported through skills development.
35 27 26 12 13 14 15
Number of Non-Levy Paying Employers (NLPEs) supported through skills development.
258 213 103 200 210 215 218
Number of trade unions supported through skills development.
4 4 4 4 4 4 4
Number of rural development projects supported through skills development.
13 4 4 4 4 4 4
Number of people registered for entrepreneurial skills.
N/A N/A N/A N/A 150 200 250
Table 11: Programme 3 Quarterly Targets
Indicators Annual target-20/21
1st 2nd 3rd 4th
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for managers, professionals and technicians and associate professionals.
3% N/A N/A N/A 3%
58
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for clerical, sales and service, skilled craft and trade workers.
59% N/A N/A N/A 59%
Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for machine operators and elementary workers.
10% N/A N/A N/A
10%
Percentage of Discretionary Grants (DG) budget allocated for bursaries. 8% N/A N/A N/A 8%
Number of unemployed learners registered for WIL programmes from TVET.
3050 750 750 750 800
Number of unemployed learners completing WIL programmes from TVET. 750 150 150 200 250
Number of unemployed learners registered for WIL programmes from HEIs.
400 60 60 80 200
Number of unemployed learners completing WIL programmes from HEIs. 350 N/A 100 100 150
Number of unemployed learners registered for workplace experience/internships.
420 60 80 80 200
Number of unemployed learners completing workplace experience/internships.
320 48 48 74 150
Number of unemployed learners registered for skills programmes. 4050 750 750 750 1800
Number of unemployed learners completing skills programmes. 2800 420 420 560 1400
Number of unemployed learners registered for learnership programmes. 3000 450 450 600 1500
Number of unemployed learners completing learnership programmes. 2814 422 422 563 1407
Number of unemployed engineering graduates registered for candidacy programmes.
20 3 3 4 10
Number of unemployed engineering graduates completing candidacy programmes.
15 N/A N/A 7 8
Number of unemployed learners granted bursaries (new entries). 100 N/A N/A N/A 100
Number of unemployed learners granted bursaries (continuing). 386 386 N/A N/A N/A
Number of unemployed learners completing bursary programmes. 193 N/A N/A N/A 193
Number of employed learners registered for learnership programmes. 2000 300 300 400 1000
Number of employed learners completing learnership programmes. 1417 213 213 283 708
Number of employed learners registered for bursary programmes (new entries).
150 60 20 40 30
Number of employed learners registered for bursary programmes (continuing).
100 40 10 20 30
Number of employed learners completing bursary programmes. 50 N/A N/A N/A 50
Number of employed learners registered for skills programmes. 4200 630 630 840 2100
Number of employed learners completing skills programmes. 2317 348 348 463 1158
Number of employed or unemployed learners registered for AET programmes.
500 75 75 100 250
Number of employed or unemployed learners completing AET programmes.
250 38 38 50 124
Number of learners registered for trade / artisan qualifications (new registrations).
4400 700 850 950 1900
Number of learners completing trade / artisan qualifications. 3570 250 900 900 1520
Number of candidates undergoing Recognition of Prior Learning (RPL) or Artisan Recognition of Prior Learning (ARPL).
1600 240 320 540 500
Number of active TVET college partnerships established.
9 N/A 2 3 4
Number of active SETA-HEI partnerships established.
7 N/A 2 2 3
Number of active CET partnerships established.
2 N/A 1 N/A 1
Number of new SETA-Employer partnerships established. 1 680 N/A N/A 400 1280
Number of active partnerships with public sector departments and institutions.
4 N/A 2 1 1
Number of co-operatives supported through skills development. 10 N/A 2 3 5
Number of small businesses supported through skills development. 1500 225 225 300 750
Number of Non-Profit Organisations (NPOs) supported through skills development.
13 N/A 7 N/A 6
Number of Non-Levy Paying Employers (NLPEs) supported through skills development.
210 30 30 40 110
Number of trade unions supported through skills development. 4 N/A 2 1 1
Number of rural development projects supported through skills development.
4 N/A 2 2 1
Number of people registered for entrepreneurial skills. 150 20 40 40 50
59
5.4 Programme 4: Quality Assurance
Programme Purpose
The purpose of the quality assurance programme is to monitor the quality of the
implementation of qualifications, part qualifications, and the learning programmes
thereof (learnerships, apprenticeships, skills programmes, skills sets, etc.). The
Quality Assurance programme further ensures that National Qualification Framework
(NQF) national standards for quality delivery are adhered to by education and training
and skills providers. This is done through monitoring and auditing of delivery,
rewarding of successful learners with valid industry accepted certification, and
constantly reviewing the quality cycle, in order to ensure continuous improvement.
This programme also ensures that qualifications and programmes are checked for
relevance and responsiveness to demand.
This programme is also a key area for curriculum research, innovation and
development for emerging occupations, and skills needed for the development,
expansion, and diversification of the manufacturing, engineering and related services
industries. It must address the development of the merSETA delivery system (learning
programmes and materials, institutions, skills development providers, workplace
trainers and mentors, assessors and moderators), to align to emerging and future skills
requirements, and draw on innovative learning, assessment and certification
methodologies.
The quality assurance functions may be executed as a delegated function by the
QCTO, either as a Development Quality Partner (DQP) or Assessment Quality Partner
(AQP), and supported by SLA with QCTO. These delegated functions include the
development of curricula for occupational qualifications or part qualifications,
supporting the accreditation and quality management of providers, the registration of
assessors and moderators, and supporting assessment and moderation processes,
including the certification of learners as proof of successful completion of qualifications
within the mer-sector.
Programme 4: Quality Assurance indicators and targets
Table 12 below highlights performance indicators and targets for programme 4 over
the medium-term expenditure framework.
60
Table 12: Programme 4 MTEF Performance Indicators and Annual and Quarterly targets
2020/21
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated performa
nce (current
year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.
Strategic Output 7: Support to the growth and quality improvement of technical and vocational education and training (TVET) colleges.
Number of TVET Centres of Specialisation (CoS) supported.
N/A N/A N/A N/A 2 3 4
Number of employers participating in the Centres of Specialisation (CoS) projects.
N/A N/A N/A N/A 35 40 45
Number of TVET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.
N/A N/A N/A N/A 4 6 7
Number of TVET college employees (managers, lecturers, or support staff) registered for merSETA related programmes, including literacy and numeracy – bursaries.
60 116 262 50 52 54 56
Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes, including literacy and numeracy – skills programmes.
N/A N/A N/A N/A 60 70 80
Number of TVET college employees (managers, lecturers, and support staff) registered for merSETA related programmes, including Literacy and
N/A N/A N/A N/A 50 60 70
61
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated performa
nce (current
year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
Numeracy –Industry placements.
Number of SETA offices maintained in TVET colleges.
N/A N/A N/A 3 3 3 3
Strategic output 8: Increase throughput rate of merSETA occupational qualifications and programmes.
Percentage of providers implementing merSETA occupational qualifications monitored.
N/A 70% 72% 70%
70%
70%
70%
Number of CET college employees (managers, lecturers, or support staff) registered for merSETA related programmes, including literacy and numeracy – bursaries.
N/A N/A N/A N/A 10 15 20
Number of CET college employees (managers, lecturers, and support staff) registered for merSETA related programmes, including Literacy and Numeracy –skills programmes.
N/A N/A N/A N/A 10 15 20
Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –industry placements.
N/A N/A N/A N/A 10 15 20
Number of CET colleges funded for merSETA occupational
N/A N/A N/A N/A 2 4 6
62
Outcome
Outputs
Output Indicators
ANNUAL TARGETS
Audited/Actual performance
Estimated performa
nce (current
year)
MTEF Period
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
programmes, equipment and workshop infrastructure.
Number of CET learners accessing AET programmes,
new N/A N/A N/A 20 30 40
Number of learners accessing CET occupational programmes.
N/A N/A N/A N/A 100 150 200
Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Strategic Output 9: Facilitating diverse career development, advice and guidance related services.
Number of career awareness and information events initiated by the merSETA.
N/A N/A N/A N/A 10 12 15
Number of career awareness and information events in which merSETA participated.
N/A N/A N/A N/A 30 45 50
Number of career development and advice practitioners trained.
N/A N/A N/A N/A 30 40 50
Number of merSETA skills development programmes or projects showcased or marketed through mass media platforms.
N/A N/A N/A N/A 5 6 7
Table 13: Programme 4 Quarterly Targets 2020/21
Indicators Annual target
20/21
1st 2nd 3rd 4th
Number of TVET Centres of Specialisation (CoS) supported. 2
N/A N/A N/A 2
Number of employers participating in the Centres of Specialisation (CoS) projects.
35 N/A 17 N/A 18
Number of TVET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.
4
N/A N/A N/A 4
Number of TVET college employees (managers, lecturers, support staff) registered on merSETA related programmes including Literacy and Numeracy –bursaries.
52 N/A N/A N/A 52
63
Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy – skills programmes.
60 N/A N/A N/A 60
Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –Industry placements.
50 N/A N/A N/A 50
Number of SETA offices maintained in TVET colleges. 3 N/A N/A N/A 3
Percentage of providers implementing merSETA occupational qualifications monitored.
70% 0
N/A N/A
70%
Number of CET college employees (managers, lecturers, support staff) registered former SETA related programmes including Literacy and Numeracy –bursaries.
10 N/A N/A N/A 10
Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –skills programmes.
10 N/A N/A N/A 10
Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –industry placements.
10 N/A N/A N/A 10
Number of CET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.
2
N/A 1 N/A 1
Number of CET learners accessing AET programmes. 20 N/A 5 5 10
Number of learners accessing CET occupational programmes.
100 N/A 25 25 50
Number of career awareness and information events initiated by merSETA.
10 2 2 3 3
Number of career awareness and information events in which merSETA participated.
30
5
5
10
10
Number of career development and advice practitioners trained.
30 N/A N/A N/A 30
Number of merSETA skills development programmes or projects showcased or marketed through mass media platforms.
5 1 1 2 1
6 Explanation of planned performance over the medium term
Programme 1: Administration
This programme relates to achieving best practice governance, leadership and
management in accordance with the Public Finance Management Act and Treasury
Regulations, King IV Principles, Skills Development Act mandate, the merSETA
Constitution and Code of Ethics, AA committees’ terms of reference, approved
Delegation of Authority Framework, and strategic and operational policies. It is also to
achieve the following:
(i) Best practice management for planning, budgeting, and performance in
accordance with the Department of Planning, Monitoring and Evaluation
(DPME), AGSA and National Treasury Framework of legislation, regulations and
guidelines.
(ii) Efficient management of financial controls and grants disbursements in
accordance with the PFMA, National Treasury Regulations, AGSA and Grant
Regulations.
64
(iii) Best practice operational management systems for implementing incentives,
programmes and projects in accordance with internal and external audit
requirements and standard operating procedures.
(iv) Best practice management systems for human, ICT and facilities infrastructure
resources.
(v) Best practice management systems for governance and management of data,
records and knowledge assets of the SETA.
(vi) Best practice management systems for communication, marketing and
information dissemination in accordance with relevant legislation.
The overall intended results must support the merSETA outcome of “Ethical
governance and resourced capable merSETA operations, established and maintained
to equitably provide skills development related services, goods and products
responsive to occupations and skills growth demand of the merSETA sector industries,
and labour market”.
The evidence of achievements for this programme should manifest in the governance
structures functioning in accordance with best practice governance processes, for
example, the office of the CEO, the functional operations of the Chief Financial Officer,
Chief Operations Office, Corporate Service and Strategy and Research
complementing the functioning of governance structure, by ensuring best practice
management for the execution and operationalisation of the AA strategy.
Programme 2: Skills Planning
In the implementation of a credible institutional mechanism for skills planning, applied
research and innovation projects, greater attention will be placed on the development
of a model that will facilitate the responsiveness of the SETA to national, regional, local
and sectorial needs. Research and innovation should address priorities such as
structural transformation, curriculum development, supporting the growth and
development of the public PSET system, occupations in high demand and support of
the social economy. This programme is therefore key in supporting the following
merSETA outcomes:
65
(i) Skills for productive enterprises within the social economy, to support the
integration into the merSETA sector engineering and industry value chains.
(ii) PSET education, training and skills development public and private institutions
responsive to the changing occupations and skills demand required for the
merSETA sector engineering and manufacturing industries, and related labour
market.
(iii) Skills for transformed SA merSETA sector engineering and manufacturing
industries, to support EE demographics transformation, changing business
models of production and technology, and the transformation for the
diversification of ownership, control and management.
(iv) A skilled, agile and flexible current and future workforce for emerging and future
occupations and employment opportunities, within the merSETA sector
engineering and manufacturing industries, and related labour market.
This programme is also about the implementation of applied research and innovation
projects. These are projects that are about testing and piloting innovations and new
ideas, with the intention of taking such projects to scale if successful. Innovative
approaches are critical in responding to changes in education, training and learning,
as well as the world of work.
The programme also supports the implementation of different types of evaluation
studies (drawing on research approaches and methodologies), in order to assess
processes, systems and impact of merSETA skills development programmes and
projects, in order to inform the merSETA of its successes and non-achievements, thus
influencing ongoing decisions regarding strategic skills development interventions.
This is key in responding to the NSDP, which has placed a greater emphasis on
monitoring and evaluation of impact. These different types of research-based activities
must be assessed in terms of their value to evidence-based decisions making
capability. Some of the outputs of this programme include research projects
conducted, the SSP, established research partnerships to increase the research
capability of merSETA, research papers and publications.
66
Programme 3: Programmes and Projects
This programme is key in achieving four of the five merSETA outcomes which include
skills for productive enterprises within the social economy to support the integration
into the merSETA sector engineering and industry value chains; PSET education,
training and skills development public and private institutions responsive to the
changing occupations and skills demand required for the merSETA sector engineering
and manufacturing industries, and related labour market; skills for transformed SA
merSETA sector engineering and manufacturing industries, to support EE
demographics transformation, changing business models of production and
technology, and the transformation for the diversification of ownership, control and
management, and a skilled, agile and flexible current and future workforce for
emerging and future occupations and employment opportunities, within the merSETA
sector engineering and manufacturing industries and related labour market.
Various programmes and projects are implemented with an aim of re-skilling and up-
skilling the currently employed people, skilling the unemployed to facilitate their entry
into the merSETA sector labour market and increasing participation of large, medium
and small sized levy paying employers. It is also intended for initiatives aimed at
ensuring that PSET education, training and skills development public and private
institutions are continuously responsive to the changing occupations and skills
demand required for the merSETA sector engineering and manufacturing industries,
and related labour market. This programme also focuses on increasing workplace
experiential learning opportunities including support for employers to take on more
learners in the workplace, introducing training within the SME sector and for informal
entrepreneurs, and addressing the low level of youth and adult skills. The programme
also focuses on the implementation of innovative skills development solutions to
address emerging new complex skills challenges. Increasing the capacity for
entrepreneurs, to enable new ventures into new areas of production activities, and
growth of existing businesses is also a key focus area. Transformational goals aimed
at increasing the participation of youths, women, PwD, Black Industrialists and blacks
in the labour market are also supported through this programme.
67
The Grants Policy allows the merSETA to offer a range of incentives that enable
optimal participation from our various stakeholders and partners. It is through the
different types of incentives that merSETA will be able to reach its targets for this
programme.
Programme 4: Quality Assurance
Through Programme 4, the merSETA is committed to building self-directed career and
vocational guidance. This programme positions the manufacturing, engineering and
related services industry as providing attractive pathways for personal and career
development, to current workers, new entrants and future works. The merSETA has
initiated several partnerships with various institutions, which focus on innovative
career development initiatives. The priorities for the next period are to increase the
number of career guidance practitioners in technology-focused institutions, entrench
activities related to the international World Skills competition in the South African
artisan development landscape, and to provide career development to workers
through career path mapping and advice. There will be an increasing focus on career
advice and advocacy on new and emerging occupations.
The quality improvement of institutions and skills providers is important in ensuring
that PSET education, training and skills development public and private institutions
are responsive to the changing occupations and skills demand required for the
merSETA sector engineering and manufacturing industries, and related labour market.
Support through curriculum research and development, equipment and workshop
infrastructure, staff development, employer-education partnerships, quality
management of interventions to ensure relevance and increased throughput is critical
in ensuring that the merSETA delivers on its mandate.
68
7
Pro
gra
mm
e r
es
ou
rce
co
ns
ide
rati
on
s
Tab
le 1
4 b
elo
w s
um
ma
rise
s t
he
incom
e a
nd e
xp
en
ditu
re o
ve
r th
e m
ed
ium
te
rm.
Ba
se
d o
n p
ast
tren
ds M
erS
ET
A l
evy i
nco
me
is
pro
jecte
d
to
gro
w
at
an
a
ve
rage
of
1%
(b
elo
w
inflatio
n
rate
).
Th
e
eco
no
mic
ch
alle
nge
s
imp
actin
g
the
perf
orm
an
ce
of
the
ma
nufa
ctu
rin
g s
ecto
r (h
igh
ligh
ted
in t
he
situatio
na
l an
aly
sis
) h
ave
im
pa
cte
d t
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gro
wth
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levy inco
me.
Th
e m
erS
ET
A f
inan
cia
l
ince
ntive
s a
nd
no
n-f
ina
ncia
l se
rvic
es f
ram
ew
ork
(bu
sin
ess f
un
din
g m
ode
l) (
see
Se
ction 5
.3)
is p
art
of
me
rSE
TA
’s r
espo
nse t
o
su
pp
lem
en
ting i
ts s
tagn
atin
g l
evy i
nco
me
. T
ab
le 1
5 a
lso s
um
ma
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s t
he
bu
dge
t fo
r th
e f
ou
r p
rogra
mm
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ver
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med
ium
te
rm
20
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/21 t
o 2
02
2/2
3.
Ta
ble
14:
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nd
ex
pe
nd
itu
re e
sti
mate
s
2
016/
17
201
7/18
2
01
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20
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7
Ta
ble
15:
Pro
gra
mm
e b
ud
gets
His
tori
cal
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tori
cal
His
tori
cal
Re
vise
d
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cast
Fo
reca
st
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01
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20
17
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2
01
8/1
9
20
19
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2
02
0/2
1
20
21
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2
02
2/2
3
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PR
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mp
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7
Dir
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Allo
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3
% P
roje
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%
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%
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%
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%
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mp
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Dep
reci
atio
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s an
d s
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ces
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2
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1
7
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83
22
9
Dir
ect
pro
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sts
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Allo
cate
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re
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55
9
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4
30
9
2
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79
3
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3
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13
1
06
64
7
89
02
2
93
47
3
98
14
6
% P
roje
ct a
dm
in
13
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4
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4
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4
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PR
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RA
MM
E 3
Co
mp
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tio
n
3 6
29
1
18
7
2 4
34
2
80
3
2
86
4
3 0
07
3
15
7
Dep
reci
atio
n
48
1
94
8
36
4
63
2
36
4
38
2
40
1
Go
od
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d s
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93
8 4
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9
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23
7
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3 6
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1
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1
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93
1
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3 6
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1
47
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22
Dir
ect
pro
ject
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min
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sts
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7
0
-
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-
Allo
cate
d p
roje
ct a
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in e
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re
31
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1
38
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1
3
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84
35
24
2
42
39
3
4
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4
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39
97
4 4
86
9
48
56
3
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12
47
9
1 2
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11
0
1 3
82
41
4
1 4
51
53
5
1 5
24
11
9
% P
roje
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dm
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%
4,2
%
3,7
%
3,0
%
3,2
%
3,2
%
3,2
%
71
PR
OG
RA
MM
E 4
Co
mp
ensa
tio
n
-
-
-
-
-
-
-
Dep
reci
atio
n
-
-
-
-
-
-
-
Go
od
s an
d s
ervi
ces
1
07
6
1 2
43
3
96
5
6 1
59
5 6
64
5 9
47
6 2
44
Dir
ect
pro
ject
ad
min
co
sts
-
0
0
0
-
-
-
Allo
cate
d p
roje
ct a
dm
in e
xpe
nd
itu
re
49
52
1
47
2
44
2
46
2
58
2
71
1 1
25
1
29
5
4 1
12
6
40
3
5 9
10
6
20
5
6 5
15
% P
roje
ct a
dm
in
4,6
%
4,2
%
3,7
%
4,0
%
4,3
%
4,3
%
4,3
%
TOTA
L EX
PEN
DIT
UR
E
1 1
46
74
4
1 1
47
65
6
1 2
30
72
3
1 5
48
80
4
1 6
88
31
4
1 7
72
73
0
1 8
61
37
3
Tota
l pro
ject
ad
min
4
79
3
39
70
8
37
75
7
41
04
2
46
90
1
49
24
6
51
70
9
% P
roje
ct a
dm
in
3%
4
%
3%
3
%
3%
3
%
3%
72
Human and Infrastructure resources The merSETA has a national footprint and operates in the seven regional offices that
cover all the nine provinces. This is critical in the implementation of its various national,
regional and sectorial initiatives. The staff in the regional offices play a critical role in
stakeholder engagement and liaison, implementation of programmes and projects and
the monitoring of implementation. To effectively implement its new strategy,
continuously skilling and development of the merSETA staff is key in ensuring that
they have the competencies to implement projects, programmes and systems
supporting the new strategy.
The merSETA will conduct an organisational review to determine the adequacy of the
current organisational functions, structure, systems and staff establishment for
implementation of its strategy. The merSETA has made the decision to make further
investment in the ICT infrastructure, to ensure that the necessary, latest technology is
in place to support f the enterprise content management system, to govern and
manage its data, records and knowledge assets. This is critical in positioning the
merSETA for the digital driven Fourth Industrial Revolution era.
8 Key Risks
Table 16: Outcome risks
Outcome Key risk Risk mitigation Ethical governance and resourced capable merSETA operations established and maintained, to equitably provide skills development related services, goods and products responsive to occupations and skills growth demand of the merSETA sector industries, and labour market
Non-compliance to legislative and regulatory environment, and inability to deliver on the mandate.
Implementation, communication and monitoring of relevant government frameworks.
Implementation of HR strategy and ICT strategy.
Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains.
Low level of skills to enable meaningful participation in the manufacturing economy.
Unavailability of adequate workplaces for training.
Development and implementation of a strategy to recruit and increase participation in merSETA skills development initiatives.
Strategies to support SMEs in building their capability to be used as workplaces for training in a sustainable manner.
73
PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.
Non-responsive PSET institutions for the merSETA labour market and economy.
Provision of the necessary support for teaching, learning, and innovation appropriate for merSETA skills demand.
Skills for transformed SA merSETA sector engineering and manufacturing industries to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of ownership, control and management.
No skills for the transformation goals.
Creative incentive measures for diversified innovative skills development initiatives and continuous monitoring and feedback for continuous improvement.
A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.
Inadequate agile and flexible skills.
Collaboration with the QCTO to put in place occupational qualifications for emerging/transforming/new occupations and skills.
Diversified innovative support and incentives for formal and informal skills development initiatives for emerging/transforming/new skills.
Table 17: Output risks
Output Key Risk
Risk Mitigation
Effective and efficient governance and leadership practice implemented.
Inefficient governance and non-compliance to legislation.
Implementation, communication and monitoring of relevant government frameworks.
Separation of duties and responsibilities between the accounting authority and management.
Training and capacity building.
Improved financial and corporate management.
Poor service delivery and qualified audit due to poor internal control and poor record keeping.
Improved internal control systems, commit funding to the right programmes.
Establishment of credible and effective systems and strategies for research, planning, monitoring and evaluation.
Poor planning and evidence-based decision-making in relation to delivery on merSETA mandate.
Implementation of credible systems and strategies to monitor the effective implementation of policies, processes and systems.
74
Facilitation of skills development interventions, to enable increased employment and growth opportunities.
No pool of relevant skills required by the labour market.
Lack of availability of workplaces.
Creative incentives and programmes.
Ensuring that employers commit to opening the workplace as a training space.
merSETA strategies to support SMEs in building their capability to be used as workplaces for training in a sustainable manner, with minimal disruption to core business activities.
Strategic skills development related collaborations and partnerships to respond to national, provincial, local and sector priorities.
Facilitation of skills development interventions to support the development and establishment of sustainable SMEs, cooperatives, and local or community-based employment and income generation activities aligned to merSETA engineering and manufacturing value chain.
Support of the growth and quality improvement of Technical and Vocational Education and Training (TVET) Colleges.
Poor quality of provisioning or delivering.
Enabling policy framework.
Partner with other role players to strengthen support for the TVET sector.
Qualitative monitoring of TVET colleges to identify risks and challenges as they occur.
Increase throughput rate of merSETA occupational qualifications and programmes.
Learner drop-outs in merSETA programmes.
Wrap-around learner support services to increase throughput of learners on merSETA-learning programmes.
Support of the growth and quality improvement of Community Education and Training (CET) Colleges.
Poor capacity within the CET colleges,
Partner with other role players to strengthen support for CET colleges.
Qualitative monitoring of CET colleges to identify risks and challenges as they occur.
Facilitating diverse career development, advice and awareness related services.
Low reach of career development, advice and related services.
Increased customised and diversified career awareness platforms e.g. social media, exhibitions, radio, etc.
75
9 Public Entities
N/A
10 Infrastructure Projects
N/A
11 Public Private Partnerships
N/A
76
PART D: TECHNICAL INDICATOR DESCRIPTION (TID)
Programme 1: Administration Indicators
1.1 Percentage of compliance with corporate governance compliance report.
Indicator title Percentage of compliance with corporate governance compliance report.
Definition This indicator must measure in percentage, merSETA overall compliance with PFMA (including National Treasury directives), Skills Development Act (and the Regulations thereof) and Public Audit Act No 5 of 2018 (as amended), as well as management’s and AA’s role in monitoring such compliance.
Source of data ARC and GSC minutes.
Method of calculation/Assessment
The total number of corporate governance compliance reports submitted to the Audit and Risk Committee and Governance and Strategy Committee quarterly, divided by four and multiplied by 100.
Means of verification Approved corporate governance compliance report by the ARC and GSC.
Assumptions Committee meetings will take place as per the plan.
Access and availability of committee data/ information.
Disaggregation of Beneficiaries (where applicable)
Target for Women: N/A
Target for Youth: N/A
Target for People with Disabilities (PwD): N/A
Spatial Transformation (where applicable)
N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance 100% compliance with corporate governance compliance report.
Indicator responsibility Company Secretary and Compliance Officer
1.2 Percentage reduction of internal control deficiencies reported in previous external and internal audit
reports.
Indicator title Percentage reduction of internal control deficiencies reported in previous external and internal audit reports.
Definition This indicator measures the extent to which the internal control weaknesses, which were identified in the 2018/19 external and internal audit reports, have been resolved, in order to monitor remedial actions that will be taken to address the findings, to enable merSETA to improves its internal controls and processes, thereby ensuring: compliance with all related regulations, successful delivery of the SETA mandate, and accurate reporting.
Source of data NSDMS OR merSETA records.
Method of calculation/Assessment
Total number of previous findings addressed in the year under review, divided by the total number of issues identified in the previous year.
Means of verification Internal audit log; follow-up reviews conducted by internal and external auditors, QS reports.
Assumptions All merSETA business units will implement internal controls to address identified internal control weaknesses.
Access and availability of data/information.
Disaggregation of Beneficiaries (where applicable)
Target for Women: N/A
Target for Youth: N/A
77
Indicator title Percentage reduction of internal control deficiencies reported in previous external and internal audit reports.
Target for People with Disabilities (PwD): N/A
Spatial Transformation (where applicable)
N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance 100% reduction of internal control deficiencies.
Indicator responsibility Chief Financial Officer
1.3 Percentage achievement of annual Employment Equity (EE) targets.
Indicator title Percentage achievement of annual Employment Equity (EE) targets.
Definition This indicator measures in percentages, the implementation of planned employment equity targets in line with the merSETA annual EE plan as submitted to the Department of Labour, which refers to the merSETA workforce profile in terms of the following categories:
- Race: Black (African, Coloured, and Indian); and White
- Gender: Male and female
- People with disability (PwD)
Source of data Employment equity plan, employment equity reports.
Method of calculation/Assessment
Count the number of current workforce divided by the merSETA planned employment equity target multiplied 100.
Means of verification Employment equity plan and employment equity reports.
Assumption Appropriate recruitment and retention strategies in place.
Disaggregation of Beneficiaries (where applicable)
Target for Race: African - 78,5%
Coloured - 9,6 %
Indian - 2,8
White - 9,1
Target for Gender (Women): 3% of the total of women in senior management.
Target for People with Disabilities (PwD): 3%.
Spatial Transformation (where applicable)
N/A
Calculation type Cumulative
Reporting cycle Annually
Desired performance 100% achievement of annual Employment Equity (EE) targets.
Indicator responsibility Corporate Services Executive
78
Programme 2: Skills Planning Indicators
2.1 Number of WSPs and ATRs approved for small firms: (49 or less employees).
Indicator title Number of WSPs and ATRs approved for small firms: (49 or less employees).
Definition Number of WSPs and ATRs that have been approved for small levy paying firms (organisations
employing 49 or less employees). Approval of a WSP/ATR doesn’t necessarily mean that the firm
was paid a mandatory grant, but that the WSP/ATR submission was accepted and deemed as
appropriate by the merSETA.
Source of data NSDMS records or MG schedules.
Method of
calculation/Assessment
Each small levy paying firm is counted once for each successful approval of WSP/ATR.
Means of verification Remittance advice or proof of payment, or record of approval of grant application (WSP/ATR).
Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 2242 WSPs and ATRs approved for small levy paying firms (49 or less
employees).
Indicator responsibility Chief Operations Officer
2.2 Number of WSPs and ATRs approved for medium firms: (50-149 employees),
Indicator title Number of WSPs and ATRs approved for medium firms: (50-149 employees),
Definition Number of WSPs and ATRs that have been approved for medium levy paying firms
(organisations employing between 50-149 employees). Approval of a WSP/ATR doesn’t
necessarily mean that the firm was paid a mandatory grant, but that the WSP/ATR submission
was accepted and deemed as appropriate by the merSETA.
Source of data NSDMS records or MG schedules.
Method of
calculation/Assessment
Each medium levy paying firm is counted once for each successful approval of WSP/ATR
(mandatory grant).
Means of verification Remittance advice or proof of payment; or record of approval of grant application (WSP/ATR).
Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
79
Indicator title Number of WSPs and ATRs approved for medium firms: (50-149 employees),
Desired performance In the year 2020/21, 875 WSPs and ATRs approved for medium levy paying firms (50-149
employees).
Indicator responsibility Chief Operations Officer
2.3 Number of WSPs and ATRs approved for large firms: (150+ employees),
Indicator title Number of WSPs and ATRs approved for large firms: (150 + employees).
Definition Number of WSPs and ATRs that have been approved for large levy paying firms (organisations
employing 150+ employees). Approval of a (WSP/ATR doesn’t necessarily mean that the firm
was paid a mandatory grant, but that the WSP/ATR submission was accepted and deemed as
appropriate by the merSETA.
Source of data NSDMS records or mandatory grant schedules.
Method of
calculation/Assessment
Each large levy paying firm is counted once for each successful approval of WSP/ATR.
Means of verification Remittance advice or proof of payment; or record of approval of grant application (WSP/ATR).
Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 525 WSPs and ATRs approved for large levy paying firms (150 +
employees).
Indicator responsibility Chief Operations Officer
2.4 Number of tracer studies to be conducted to establish employability.
Indicator title Number of tracer studies to be conducted to establish employment absorption.
Definition
This indicator refers to the number of tracer studies conducted so as to determine employment (including self-employment) absorption rates of unemployed learners completing merSETA skills development interventions, including but not limited to internships, apprenticeship, skills programme/sets, learnerships programme, training on entrepreneurship skills, or on completion of studies where a bursary was offered.
Source of data Tracer study reports
Method of calculation/Assessment
Count the number of tracer studies conducted.
Means of verification The approved tracer study scope, terms of reference, progress reports and tracer study reports.
Assumptions Research expertise, availability of alumni information.
Disaggregation of Beneficiaries (where applicable)
A detailed methodology stating the required sample based on representativity related to gender, race and age.
Spatial transformation (where applicable)
The sampling criteria will take into account spatial transformation, to ensure a balanced representation of urban and rural learners.
80
Indicator title Number of tracer studies to be conducted to establish employment absorption.
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance One (1) tracer study conducted to establish employment absorption rate (including self-employment).
Indicator responsibility Strategy & Research Executive
2.5 Number of strategic innovation projects piloted.
Indicator title Number of strategic innovation programmes piloted.
Definition This indicator refers to the conceptualisation and testing of innovation projects linked to the merSETA strategic plan.
Source of data Schedule of innovation programmes/ database of innovation programmes/register of innovation project contracts.
Method of calculation/Assessment
A count of the number of innovation programmes piloted.
Means of verification Contracts and reports
Assumptions DG funding ring fenced and made available.
Disaggregation of Beneficiaries (where applicable)
N/A
Spatial transformation (where applicable)
N/A
Calculation type Non-cumulative
Reporting cycle Annually
Desired performance Two strategic innovation projects piloted.
Indicator responsibility Strategy & Research Executive
2.6 Researched Sector Skills Plan (SSP) approved by the Executive Authority.
Indicator title Researched Sector Skills Plan (SSP) approved by the Executive Authority.
Definition This indicator ensures the development of a good quality SSP, recommended for approval by the Governance and Strategy (G&S) committee and AA, and approved by the minister of Higher Education, Science and Technology (Executive Authority). The SSP should incorporate primary data or findings from research studies, evaluation studies, and desktop (internal analysis) studies.
Source of data The DHET SSP Feedback Report and approval letter, as communicated to the merSETA by the DHET.
Original signed copy of the SSP document filed in the Labour Market and Sector Skills Planning Unit’s SSP file.
Method of calculation/Assessment
DHET letter of approval.
Means of verification One original signed copy of the SSP document, and a copy of the DHET letter of approval.
Assumptions Best practice methodology for quality SSP implemented.
Disaggregation of Beneficiaries (where applicable)
N/A
81
Indicator title Researched Sector Skills Plan (SSP) approved by the Executive Authority.
Spatial transformation (where applicable)
N/A
Calculation type Non-cumulative
Reporting cycle Quarterly
Desired performance SSP that is recorded as accepted and approved by the Executive Authority,
Indicator responsibility Strategy & Research Executive
2.7 Number of research and development collaboration outcomes implemented, to support the review,
or renewal of TVET college curricula, and, or learning materials.
Indicator title Number of research and development collaboration outcomes implemented, to
support the review, or renewal of TVET college curricula, and, or learning
materials.
Definition Number of curriculum research and development collaboration studies implemented, to support
the development of TVET college curricula, or learning materials.
Source of data NSDMS MoA records or register of merSETA MoAs.
Method of calculation/
Assessment
Count of MoA(s) research and development outcomes implemented.
Means of verification MoA signed with the TVET college.
Assumptions TVET colleges have the capabilities (resources and experts in curriculum development) critical in
supporting the development of curricula and learning materials.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting Cycle Annually
Desired performance In the year 2020/21, two research and development collaboration outcomes implemented, to
support the review, or renewal of TVET college curricula, and, or learning materials.
Indicator Responsibility Chief Operations Officer
2.8 Number of research and development collaboration outcomes implemented, to support the
development of CET college curricula, and, or learning materials.
Indicator title Number of research and development collaboration outcomes implemented, to
support the development of CET college curricula, and, or learning materials.
Definition Number of curriculum research and development collaboration outcomes implemented, to support
the development of CET college curricula, or learning materials.
Source of data NSDMS MoA records or merSETA MoA register.
Method of calculation/
Assessment
Count of MoA(s) research and development outcomes implemented.
82
Indicator title Number of research and development collaboration outcomes implemented, to
support the development of CET college curricula, and, or learning materials.
Means of verification MoA signed with the CET college.
Assumptions CET colleges have the capability and capacity (resources, experts and project management) to
implement research and development collaboration outcomes to support curricula development.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting Cycle Annually
Desired performance In the year 2020/21, three research and development collaboration outcomes implemented, to
support the development of CET college curricula, and, or learning materials.
Indicator Responsibility Chief Operations Officer
Programme 3: Learning Programmes and Projects Indicators
3.1 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at
developing skills for managers, professionals and technicians, and associate professionals.
Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or
projects aimed at developing skills for managers, professionals and technicians,
and associate professionals.
Definition
This indicator measures in percentages, the extent to which discretionary grants have been
allocated and committed to develop skills for managers, professionals and technicians, and
associated professionals (referred to as high level skills in the NSDP), through anyone of the
following learning interventions: bursaries, skills programmes/sets, learnerships, non-credit
bearing courses, internships, candidacy, WIL, or Continuous Professional Development (CPD).
Source of data Learner Management System or commitment schedules.
Method of
calculation/Assessment
Total of allocations multiplied by total DG income divided by 100.
Means of verification Discretionary Grant (DG) allocation agreements.
Assumptions Applications for discretionary grant and successful implementation of allocations.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30% of the total budget allocated for this category.
Target for Youth: 25% of the total budget allocated for this category.
Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.
Spatial Transformation
(where applicable)
20% of the allocated budget will benefit managers, professionals and technicians, and associated
professionals from rural areas.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, at least 3% of the Discretionary Grant budget will be allocated to programmes
and projects aimed at developing skills for managers, professionals and technicians, and associate
professionals.
Indicator responsibility Chief Operations Officer
83
3.2 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at
developing skills for clerical, sales and service, skilled craft and trade workers.
Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or
projects aimed at developing skills for clerical, sales and service, skilled craft
and trade workers.
Definition
This indicator measures in percentages, the extent to which discretionary grants have been
allocated and committed to develop skills for clerical, sales and service, skilled craft and trade
workers (referred to as intermediate skills in the NSDP), through any of the following learning
interventions: bursaries, skills programmes/sets, learnerships, apprenticeships, non-credit
bearing courses, internships, candidacy, WIL, or Continuous Professional Development (CPD).
Source of data Learner Management System or commitment schedules.
Method of
calculation/Assessment
Total of allocations multiplied by total DG income divided by 100.
Means of verification Discretionary Grant (DG) allocation agreements.
Assumptions Companies will apply for discretionary grant and accept the allocations (change as above).
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30% of the total budget allocated for this category.
Target for Youth: 20% of the total budget allocated for this category.
Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.
Spatial Transformation
(where applicable)
2% of the total budget will be allocated to craft workers, clerical, sales and service workers based
in rural areas.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, at least 59% of the Discretionary Grant budget will be allocated to
programmes and projects aimed at developing skills for clerical, sales and service, skilled craft
and trade workers.
Indicator responsibility Chief Operations Officer
3.3 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at
developing skills for machine operators and elementary workers.
Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or
projects aimed at developing skills for machine operators and elementary
workers.
Definition
This indicator measures in percentages, the extent to which discretionary grants have been
allocated and committed to develop skills for machine operators and elementary workers (referred
to as entry level skills in the NSDP), through anyone of the following learning interventions:
bursaries, skills programmes/sets, learnerships, non-credit bearing courses, internships, WIL, or
Continuous Professional Development (CPD).
Source of data Learner Management System or commitment schedules.
Method of
calculation/Assessment
Total of allocations multiplied by total DG income divided by 100.
Means of verification Discretionary Grant (DG) allocation agreements.
Assumptions Companies will apply for a discretionary grant and accept the allocations.
84
Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or
projects aimed at developing skills for machine operators and elementary
workers.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20% of the total budget allocated for this category.
Target for Youth: 50% of the total budget allocated for this category.
Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.
Spatial Transformation
(where applicable)
20% of the total budget will be allocated to machine operators and elementary workers from rural
areas.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, at least 10% of the Discretionary Grant budget will be allocated to
programmes and projects aimed at developing skills for machine operators and elementary
workers.
Indicator responsibility Chief Operations Officer
3.4 Percentage of Discretionary Grant (DG) budget allocated for bursaries.
Indicator title Percentage of Discretionary Grant (DG) budget allocated for bursaries.
Definition
A percentage of discretionary grants allocated for bursaries for both employed5 and unemployed6
learners, through agreements with employers, Unions, research institutions, HEIs, TVET Colleges,
CET colleges, NPCs, NPOs or public entities.
Source of data NSDMS records or commitment schedules.
Method of
calculation/Assessment
Total of allocations multiplied by total DG income divided by 100.
Means of verification Signed partnership agreements with entities.
Assumptions Partners have capacity to implement and means to aid project implementation.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30% of the total budget allocated for this category.
Target for Youth: 30% of the total budget allocated for this category
Target for People with Disabilities (PwD): 2% of the total budget allocated for this category
Spatial Transformation
(where applicable)
20% of the total budget will be allocated to bursary beneficiaries from rural areas.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, at least 8% of Discretionary Grant (DG) budget allocated for bursaries.
Indicator responsibility Chief Operations Officer
5 Employed refers those in employment at the start of any skills development intervention
6 Unemployed refers to those unemployed at the start of the start of the skills development intervention
85
3.5 Number of unemployed learners registered for WIL programmes from TVET.
Indicator title Number of unemployed learners registered for WIL programmes from TVET
Definition
Number of TVET learners who, prior to registering for the WIL programme were unemployed,
and are placed in workplaces to acquire the compulsory workplace-based experience
component, to enable them to complete their qualifications (National Nated Diploma). This
includes learners placed in structural work experience programmes such as experiential learning,
apprenticeship or learnerships.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every registration on WIL TVET placement programme.
Means of verification Learner agreement and employment contract, or confirmation letter of employment status for the
duration of the learning programme; an ID or passport copy, or confirmation of application of an
ID or foreign identification document, and a copy of highest qualification from the TVET college.
Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disabilities (PwD): 2%
Spatial transformation
(where applicable) 20% unemployed learners registered for WIL programmes from TVET will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 3050 learners registered for WIL programmes from TVET.
Indicator responsibility Chief Operations Officer
3.6 Number of unemployed learners completing WIL programmes from TVET.
Indicator title Number of unemployed learners completing WIL programmes from TVET.
Definition
Number of TVET learners completing compulsory workplace-based experience so as to obtain
their qualification (National Nated Diploma). This includes learners completing structural work
experience programmes such as experiential learning, apprenticeship, or learnerships.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every WIL TVET programme completion.
Means of verification Learner completion letter and copy of ID or passport, or confirmation of application of an ID or
foreign identification document.
Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disabilities (PwD): 2%
Spatial transformation
(where applicable) 20% unemployed learners completing WIL programmes from TVET will be from rural areas.
Calculation type Cumulative
86
3.7 Number of unemployed learners registered for WIL programmes from HEIs.
Indicator title Number of unemployed learners registered for WIL programmes from HEIs.
Definition Number of HEI learners who, prior to registering for WIL programme were unemployed, and are
placed at a workplace, or workshop in order to acquire a National Diploma.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every HEI WIL programme registered.
Means of verification Learner agreement and employment contract, or confirmation letter of employment status for the
duration of the learning programme; an ID or passport copy, or confirmation of application of an
ID or foreign identification document, and a copy of highest qualification from the HEI.
Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20 % unemployed learners registered for WIL programmes from HEIs will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 400 unemployed learners registered for WIL programmes from HEIs.
Indicator responsibility Chief Operations Officer
3.8 Number of unemployed learners completing WIL programmes from HEIs.
Indicator title Number of unemployed learners completing WIL programmes from HEIs.
Definition Number of unemployed HEI learners completing WIL programme at a workplace or workshops
in order to acquire a National Diploma.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every HEI WIL programme completed.
Means of verification Learner completion letter and an ID or passport copy, or confirmation of application of an ID or
foreign identification document.
Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20 % unemployed learners completing WIL programmes from HEIs will be from rural areas.
Reporting cycle Quarterly
Desired performance In the year 2020/21, 750 unemployed learners completing WIL programmes from TVET.
Indicator responsibility Chief Operations Officer
87
Indicator title Number of unemployed learners completing WIL programmes from HEIs.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 350 unemployed learners completing WIL programmes from HEIs.
Indicator responsibility Chief Operations Officer
3.9 Number of unemployed learners registered for workplace experience/internships.
Indicator title Number of unemployed learners registered for workplace
experience/internships.
Definition The number of unemployed graduates who are placed on a structured work experience plan at a
company, or a work simulated programme at a higher education institution in order to acquire
workplace-based experience.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every internship programme registered.
Means of verification Learner agreement and employment contract, or letter confirming employment status for the
duration of the learning programme; an ID or passport copy, or confirmation of application of an
ID or foreign identification document, and a copy of highest qualification from the HEI.
Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable)
20% unemployed learners registered for workplace experience/internships will be from rural
areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 420 unemployed learners registered for workplace experience/internships
Indicator responsibility Chief Operations Officer
3.10 Number of unemployed learners completing workplace experience/internships.
Indicator title Number of unemployed learners completing workplace experience/internships
Definition The number of unemployed graduates who have completed a structured work experience plan at a
company or a work simulated programme at a higher education institution in order to acquire
workplace-based experience.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every internship programme completed.
Means of verification Learner completion letter and an ID or passport copy, or confirmation of application of an ID or
foreign identification document.
Assumptions Availability of workplaces for internship/work experience.
88
3.11 Number of unemployed learners registered for skills programmes.
Indicator title Number of unemployed learners registered for skills programmes.
Definition Number of learners who were unemployed prior to registering for skills programmes/sets, or on
individual unit standard linked to a qualification, part qualification or occupation.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every skills programmes/sets or individual unit standard
registered.
Means of verification Learner registration form and employment letter or employment contract; an ID or passport copy,
or confirmation of application of an ID or foreign identification document, and a copy of highest
qualification or affidavit.
Assumptions The merSETA (through career awareness and other means will attract the relevant learners to its
skills programmes).
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 20% of unemployed learners registered for skills programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 4050 unemployed learners registered for skills programme.
Indicator
responsibility
Chief Operations Officer
3.12 Number of unemployed learners completing skills programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 30%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 20% of unemployed learners completing workplace experience/internships will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 320 unemployed learners completing workplace experience/internships.
Indicator
responsibility
Chief Operations Officer
Indicator title Number of unemployed learners completing skills programmes.
Definition Number of unemployed learners completing skills programme/sets, or individual unit standards
linked to a qualification, part qualification, or occupation.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for completing the skills programme/sets or individual unit standard.
89
3.13 Number of unemployed learners registered for learnership programmes.
Indicator title Number of unemployed learners registered for learnership programmes.
Definition This indicator refers to the number of learners who were unemployed prior to registering on
learnership programmes linked to merSETA qualifications or part qualifications.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every learnership programme registered.
Means of verification Learnership agreement and contract of employment or letter confirming employment status for the
duration of the learning programme; an ID or passport copy, or confirmation of application of an ID
or foreign identification document; a copy of highest qualification or affidavit, and confirmation of
the training provider’s accreditation for the specific learnership programme recorded on the
merSETA MIS system.
Assumptions Adequate interest in merSETA careers/occupations.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 30%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% of unemployed learners registered for learnership programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 3000 unemployed learners registered for learnership programmes.
Indicator
responsibility
Chief Operations Officer
Means of verification Learner registration form and confirmation of employment status or employment contract; an ID or
passport copy, or confirmation of application of an ID or foreign identification document, and
highest qualification or affidavit, as well as moderation of assessment report or statement of
results.
Assumptions Interventions implemented by the merSETA to support learners will be effective in reducing
dropouts and other challenges in completion of skills programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 20% of unemployed learners completing skills programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 2800 unemployed learners completing skills programme.
Indicator responsibility Chief Operations Officer
90
3.14 Number of unemployed learners completing learnership programmes.
Indicator title Number of unemployed learners completing learnership programmes.
Definition Number of unemployed learners successfully completing a registered learnership programme.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every learnership programme completed.
Means of verification Learner agreement, and confirmation of employment status or employment contract; an ID or
passport copy, or confirmation of application of an ID or foreign identification document; highest
qualification or affidavit, and moderation of assessment report or statement of results or certificate.
Assumptions Interventions implemented by the merSETA to support learners will be effective in reducing
dropouts and other challenges in completion of learnership programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% unemployed learners completing learnerships programme will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 2814 unemployed learners registered for learnership programmes.
Indicator responsibility Chief Operations Officer
3.15 Number of unemployed engineering graduates registered for candidacy programmes.
Indicator title Number of unemployed engineering graduates registered for candidacy
programmes.
Definition Number of engineering graduates who were unemployed registered with the professional body to
acquire professional designation.
Source of data Learner Management System.
Method of calculation
/Assessment
Each learner is counted once for every candidacy programme registered.
Means of verification Candidacy registration form or candidacy agreement; employment contract or letter of confirmation
of employment status for the duration of the candidacy programme; an ID or passport copy, t or
confirmation of application of an ID or foreign identification document, and a copy of highest
qualification, affidavit, statement of results or certificate.
Assumptions There will be an uptake of the candidacy programme; employers’ commitment to take on graduates
for candidacy.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable)
20% of unemployed engineering graduates registered for candidacy programmes will be from rural
areas.
Calculation type Cumulative
91
Indicator title Number of unemployed engineering graduates registered for candidacy
programmes.
Reporting cycle Quarterly
Desired performance In the year 2020/21, 20 unemployed engineering graduates registered for candidacy programmes
Indicator
responsibility
Chief Operations Officer
3.16 Number of unemployed engineering graduates completing candidacy programmes.
Indicator title Number of unemployed engineering graduates completing candidacy
programmes.
Definition Number of engineering graduates acquiring a professional body designation.
Source of data Learner Management System.
Method of calculation /
Assessment
Each learner is counted once for every candidacy programme completed.
Means of verification Candidacy completion letter or registration certificate; an ID or passport copy, or confirmation of
application of ID or foreign identification document.
Assumptions The merSETA and its partners will work together in implementing measures to support learners, to
reduce dropouts and other challenges that impact on completion of the candidacy programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 15 unemployed engineering graduates completing candidacy programmes.
Indicator
responsibility
Chief Operations Officer
3.17 Number of unemployed learners granted bursaries (new entries).
Indicator title Number of unemployed learners granted bursaries (new entries)
Definition Number of unemployed learners who have received bursary funding for commencement of the
learning programme.
Source of data Learner Management System.
Method of calculation
/Assessment
Each learner is counted once for every new entry bursary received.
Means of verification Proof of registration from education institution for the specific year; an ID or passport copy, or
confirmation of application of an ID or foreign identification document, and a copy of highest
qualification, a statement of results or certificate.
Assumptions Other role players such as HEIs and NSFAs (working together with the merSETA) will put in place
effective mechanisms to identify, attract and award bursaries for relevant merSETA qualifications.
92
Indicator title Number of unemployed learners granted bursaries (new entries)
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 90%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% of unemployed learners granted bursaries (new entries) will be from rural. areas
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 100 unemployed learners granted bursaries (new entries).
Indicator
responsibility
Chief Operations Officer
3.18 Number of unemployed learners granted bursaries (continuing).
Indicator title Number of unemployed learners granted bursaries (continuing).
Definition Number of unemployed learners who have received bursary funding to continue with the learning
programme.
Source of data Learner Management System
Method of calculation
/Assessment
Each learner is counted once for every continuing bursary received.
Means of verification Signed HEI continuation letter or proof of registration from the education institution for the specific
year; an ID or passport copy, or confirmation of application of an ID or foreign identification
document; copy of statement of results, or a copy of certificate, or letter signed by an authorised
person e.g. Head of Department or Dean of the Faculty, within the institution confirming the
achievement.
Assumptions Dropout rates will be reduced due to measures implemented by the merSETA in partnership with
other role players such as NSFAs and HEIs.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% unemployed learners granted bursaries (continuing) will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 386 unemployed learners granted bursaries (continuing).
Indicator responsibility Chief Operations Officer
93
3.19 Number of unemployed learners completing bursary programmes.
Indicator title Number of unemployed learners completing bursary programmes.
Definition Number of unemployed learners who have received bursary funding and completed their
qualification.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every bursary programme completed.
Means of verification Learner registration form and confirmation of completion issued by the education institution, or
signed HEI learner completion letter, and an ID or passport copy or confirmation of application of
an ID or foreign identification document.
Assumptions There will be reduced dropout rates due to measures implemented by the merSETA and other
role players that play a critical role in learner success e.g. HEIs and NSFAS.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 80%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% of unemployed learners completing bursary programmes will be from rural areas.
Reporting cycle Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 193 unemployed learners who completed bursary programmes.
Indicator responsibility Chief Operations Officer
3.20 Number of employed learners registered for learnership programmes.
Indicator title Number of employed learners registered for learnership programmes.
Definition This indicator refers to the number of learners who, prior to registering on a learnership
programme were already employed.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every learnership programme registered.
Means of verification Learnership agreement and contract of employment, or letter of confirmation of employment
status for the duration of the learning programme; an ID or passport copy, or confirmation of
application of an ID or foreign identification document, and a copy of highest qualification or
affidavit.
Assumptions Employers and unions will provide the necessary support to encourage employees to enrol for
merSETA learnership programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 30%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 10% of the employed learners registered for learnership programmes will be from rural areas
Calculation type Cumulative
Reporting cycle Quarterly
94
Indicator title Number of employed learners registered for learnership programmes.
Desired performance In the year 2020/21, 2000 employed learners registered for learnership programmes.
Indicator responsibility Chief Operations Officer
3.21 Number of employed learners completing learnership programmes.
Indicator title Number of employed learners completing learnership programmes.
Definition Number of employed learners who successfully completed a registered learnership programme.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every learnership programme completed.
Means of verification Learner agreement; confirmation of employment status or employment contract; an ID or
passport copy, or confirmation of application of an ID or foreign identification document, and
highest qualification moderation of assessment report, statement of results or certificate.
Assumptions Employers and unions will provide the necessary support for employed learners to successfully
complete learnership programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 30%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 10% of employed learners completing learnership programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 1417 employed learners completing learnerships programme.
Indicator responsibility Chief Operations Officer
3.22 Number of employed learners registered for bursary programmes (new entries).
Indicator title Number of employed learners registered for bursary programmes (new entries).
Definition Number of employed learners who have received a bursary to start a qualification.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every new entry bursary programme registered.
Means of verification Proof of registration from education institution for the specific year; learner registration form;
copy of an ID or passport, or confirmation of application of an ID or foreign identification
document, and a copy of highest qualification, statement of results or certificate.
Assumptions Employers providing opportunities for worker to enrol for academic studies.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 90%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable)
20% of employed learners registered for bursary programmes (new entries) will be from rural
areas.
Calculation type Cumulative
95
Indicator title Number of employed learners registered for bursary programmes (new entries).
Reporting cycle Quarterly
Desired performance In the year 2020/21, 150 employed learners registered for bursary programmes (new entries).
Indicator responsibility Chief Operations Officer
3.23 Number of employed learners registered for bursary programmes (continuing).
Indicator title Number of employed learners registered for bursary programmes (continuing).
Definition Number of employed learners who have received a bursary to continue a qualification.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every continuing bursary programme registered.
Means of verification Continuation letter or proof of registration from education institution for the specific year; learner
registration form; an ID or passport copy, or confirmation of application of an ID or foreign
identification document; a copy of statement of results, copy of certificate, or letter signed by an
authorised person e.g. Head of Department or Dean of the Faculty, within the institution
confirming the achievement.
Assumptions Employers supporting workers to pursue studies towards successful completion; HEI support
measures for employed students.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 90%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% employed learners registered for bursary programmes (continuing) will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 100 Number of employed learners registered for bursary programmes
(continuing).
Indicator responsibility Chief Operations Officer
3.24 Number of employed learners completing bursary programmes.
Indicator title Number of employed learners completing bursary programmes.
Definition Number of employed learners who have received bursary funding and completed their
qualification.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every bursary programme completed.
Means of verification Confirmation of completion issued by the higher education institution, or copy of stamped or
signed statement of results, copy of certificate or letter signed by an authorised person e.g.
Head of Department or Dean of the Faculty, within the institution confirming the achievement,
and copy of ID or passport or confirmation of application of ID or foreign identification document.
Assumptions Time given by employers for workers to study and successfully complete; HEI support measures
for employed students.
96
Indicator title Number of employed learners completing bursary programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 20% of employed learners completing bursary programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 50 employed learners completing bursary programmes.
Indicator responsibility Chief Operations Officer
3.25 Number of employed learners registering for skills programmes.
Indicator title Number of employed learners registering for skills programmes.
Definition Number of learners who prior to registering for skills programmes/sets or an individual unit
standard linked to a qualification, part qualification or occupation, were already employed.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every skills programmes/sets or individual unit standard
registered.
Means of verification Learner registration form and employment letter or employment contract; copy of an ID or
passport, or confirmation of application of an ID or foreign identification document, and a copy of
highest qualification.
Assumptions Employers and unions will provide the necessary support to encourage uptake of merSETA
skills programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 30%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 10% of employed learners registering for skills programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 4200 employed learners registering for skills programmes.
Indicator responsibility Chief Operations Officer
3.26 Number of employed learners completing skills programme.
Indicator title Number of employed learners completing skills programme.
Definition Number of employed learners completing skills programme/sets or individual unit standards
linked to a qualification, part qualification, or occupation.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for completing the skills programme/sets or individual unit
standard.
97
Indicator title Number of employed learners completing skills programme.
Means of verification Learner completion letter and copy of an ID or passport, or confirmation of application of an ID
or foreign identification document and, moderation of assessment report or statement of results.
Assumptions Employers will provide the necessary support for their workers to complete skills programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 25%
Target for Youth: 30%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 10 % employed learners completing a skills programme will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 2317 employed learners completing a skills programme.
Indicator responsibility Chief Operations Officer
3.27 Number of employed or unemployed learners registered for AET programmes.
Indicator title Number of employed or unemployed learners registered for AET programmes.
Definition Number of employed and unemployed adults (18 years and above) who have registered for adult
learning programmes, which may include an ABET, AET, Foundational Learning Certificate (FLC)
or short courses.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every adult learning programme registered.
Means of verification Learner agreement or learner registration form; contract of employment or letter of confirmation of
employment status for the duration of the learning programme, or proof of retrenchment from the
employer; and copy of an ID or passport, or confirmation of application of ID or foreign
identification document.
Assumptions There will be an uptake of AET programmes by employed and unemployed learners.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable)
10% of employed or unemployed learners registered for AET programmes will be from rural
areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 500 employed or unemployed learners registered for AET programmes.
Indicator responsibility Chief Operations Officer
3.28 Number of employed or unemployed learners completing AET programmes.
Indicator title Number of employed or unemployed learners completing AET programmes.
Definition
Number of employed or unemployed adults (18 years and above) who have completed adult
learning programmes designed. Adult learning programmes may include an ABET or AET or
Foundational Learning Certificate (FLC) or short courses.
98
Indicator title Number of employed or unemployed learners completing AET programmes.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every adult learning programme completed.
Means of verification Confirmation of completion issued by the education institution; or signed learner completion letter,
copy of test results, statement of results, or copy of certificate or certification data, and copy of an
ID or passport or confirmation of application of Ian D or foreign identification document.
Assumptions There will be reduced dropouts due to interventions implemented by the merSETA.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 10% employed or unemployed learners completing AET programmes will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 250 employed or unemployed learners completing AET programmes.
Indicator responsibility Chief Operations Officer
3.29 Number of learners registered for trade / artisan qualifications (new registrations).
Indicator title Number of learners registered for trade / artisan qualifications (new
registrations).
Definition Number of learners registered for apprenticeships or artisan trade qualification programme.
These exclude learners on TVET WIL /placement.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every registration on apprenticeship or artisan trade
qualification programme.
Means of verification Learnership agreement and contract of employment, or letter of confirmation of employment
status for the duration of the learning programme or merSETA site visit report; copy of an ID or
passport, or confirmation of application of an ID or foreign identification document, and a copy of
highest educational qualification.
Assumptions There will be a continued uptake of learners registering for artisan qualifications due to
merSETA initiatives such as career awareness.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable)
20% of learners registered for trade / artisan qualifications (new registrations) will be from rural
areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 4400 learners registered for trade / artisan qualifications (new registrations).
Indicator responsibility Chief Operations Officer
99
3.30 Number of learners completing trade / artisan qualifications.
Indicator title Number of learners completing trade / artisan qualifications.
Definition Number of learners who have successfully completed an apprenticeships or artisan trade
qualification programme.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every successful completion of an apprenticeship or artisan
trade qualification programme.
Means of verification Learner statement of results, proof of receipt of evidence by NAMB, or a copy of the certificate
or certification data, and copy of an ID or passport, or confirmation of application of ID or foreign
identification document.
Assumptions There will be a reduced dropout rate due to the implementation of mechanisms aimed at
increasing throughput.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable) 20% of learners completing trade / artisan qualifications will be from rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 3570 learners completing trade / artisan qualifications.
Indicator responsibility Chief Operations Officer
3.31 Number of learners completing Recognition of Prior Learning (RPL) or Artisan Recognition of
Prior Learning (ARPL).
Indicator title Number of learners completing Recognition of Prior Learning (RPL) or Artisan
Recognition of Prior Learning (ARPL).
Definition Number of learners completing Recognition of Prior learning (RPL) process as prescribed by the
Department of Higher Education and Training (DHET), to assist candidates who wish to pursue
careers in artisanal trades.
Source of data Learner Management System.
Method of
calculation/Assessment
Each learner is counted once for every RPL or ARPL competency certificates obtained.
Means of verification Recognition of Prior Learning (RPL)/Artisan Recognition of Prior Learning (ARPL) trade test
application form; copy of an ID or passport, or confirmation of application of an ID or foreign
identification document; copy of highest educational qualification; letter of service in the case of
ARPL; trade test results, copy of certificate or certification data, or confirmation of NAMB
evidence packs submitted.
Assumptions Delays in candidates being put through assessments for RPL/ARPL will be minimised through
effective collaboration among key role players responsible for providing such assessments;
adequate interest for people to take up the RPL/ARPL route towards certification.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 30%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable)
20% of candidates undergoing Recognition of Prior Learning (RPL), or Artisan Recognition of
Prior Learning (ARPL) will be from rural areas.
100
Indicator title Number of learners completing Recognition of Prior Learning (RPL) or Artisan
Recognition of Prior Learning (ARPL).
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 1600 candidates completing Recognition of Prior Learning (RPL) or Artisan
Recognition of Prior Learning (ARPL).
Indicator responsibility Chief Operations Officer
3.32 Number of active TVET college partnerships established.
Indicator title Number of active TVET college partnerships established.
Definition Number of TVET colleges that have a newly signed or continuing agreement with merSETA.
Source of data Register of partnership contracts.
Method of
calculation/Assessment
Each signed agreement between merSETA and a TVET college is counted once in the financial
year irrespective of the number of agreements entered into with the TVET college.
Means of verification A copy of a signed agreement between merSETA and a TVET college, which are active during
period under review.
Assumptions TVET colleges have the capability (resources, infrastructure and project management) to
implement agreements.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) 20% of TVET College partnerships will be those in rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, nine active TVET college partnerships established.
Indicator responsibility Chief Operations Officer
3.33 Number of active SETA-HEI partnerships established.
Indicator title Number of active SETA-HEI partnerships established.
Definition Number of HEIs that have entered into a newly signed or continuing agreements with merSETA.
Source of data Register of partnership contracts.
Method of
calculation/Assessment
Each signed agreement between merSETA and a HEI is counted once in the financial year,
irrespective of the number of agreements entered into with the HEI.
Means of verification A copy of the signed agreement/s between merSETA and HEI, which is/are active during the
period under review.
Assumptions HEIs have the capability (resources, infrastructure and project management) to implement
agreements.
Disaggregation of
Beneficiaries (where
applicable)
N/A
101
Spatial transformation
(where applicable) 20% of the partnerships will be targeted at HEIs that are considered “historically disadvantaged”.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, seven active SETA-HEI partnerships established.
Indicator responsibility Chief Operations Officer
3.34 Number of active CET partnerships established.
Indicator title Number of active CET partnerships established.
Definition Number of new and continuing CET college partnerships established.
Source of data Register of partnership contracts.
Method of
calculation/Assessment
Each signed agreement is counted once in the financial year, irrespective of the number of
agreements entered into with the CET college.
Means of verification Copy of signed agreement with the CET college.
Assumptions CET does not have similar support from another SETA; partnership can be expediently
conceptualised, and agreements concluded in the year.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) 50% of CET colleges will be from rural areas or townships.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, two CET partnerships established.
Indicator responsibility Chief Operations Officer
3.35 Number of new SETA-Employer partnerships established.
Indicator title Number of new SETA-Employer partnerships established.
Definition Number of employers that have entered into a newly signed agreement with merSETA.
Source of data Register of partnership contracts.
Method of
calculation/Assessment
Each signed agreement with merSETA employer is counted once in the financial year,
irrespective of the number of agreements entered into with the employer.
Means of verification A copy of the signed agreement/s between merSETA and the employer, which is/are active
during period under review.
Assumptions Partners have capacity and capability (infrastructure, resources and project management to
implement the agreement. Partnership contractual arrangements finalised within the year.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial Transformation
(where applicable)
N/A
102
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In year 2020/21, at least 1680 employer partnerships to be established.
Indicator responsibility Chief Operations Officer
3.36 Number of active partnerships with public sector departments and institutions.
Indicator title Number of active partnerships with public sector departments and institutions.
Definition Number of new and active agreements that merSETA has entered into with public sector
departments and institutions, which will include public entities or agencies.
Source of data Register of partnership contracts.
Method of
calculation/Assessment
Each signed agreement is counted once in the financial year, irrespective of the number of
agreements entered into with the public sector departments and institutions.
Means of verification A copy of signed agreements which are active during the period under review.
Assumptions Partners have the capacity and capability (resources, infrastructure and project management) to
implement the projects.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial Transformation
(where applicable)
25% of the partnerships will be with public institutions with a strong focus on rural development or
predominantly rural.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In year 2020/21 at least four partnerships with public sector departments and institutions.
Indicator responsibility Chief Operations Officer
3.37 Number of co-operatives supported through skills development.
Indicator title Number of co-operatives supported through skills development.
Definition Number of co-operatives that have been supported by the merSETA through skills development
funding, mentoring, one-on-one induction, or guidance on accessing grants.
Source of data NSDMS records or co-operatives schedules.
Method of
calculation/Assessment
Count the number of co-operatives supported through skills development funding, mentoring,
one-on-one induction, or guidance on accessing grants. Each signed agreement is counted
once in the financial year, irrespective of the number of agreements entered with the co-
operative.
Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of
meetings or an attendance register or workshop presentation, or an agenda that includes a clear
purpose of the meeting or workshop.
Assumptions Cooperatives have the capability (resources, project management and relevant infrastructure) to
implement agreements.
Disaggregation of
Beneficiaries (where
applicable)
30% of co-operatives supported should be run by women or have women as the primary
beneficiaries.
103
Indicator title Number of co-operatives supported through skills development.
Spatial Transformation
(where applicable) 90% of co-operatives supported will be from rural areas and townships.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In year 2020/21 at least 10 of co-operatives supported though skills development.
Indicator responsibility Chief Operations Officer
3.38 Number of small businesses supported through skills development.
Indicator title Number of small businesses supported through skills development.
Definition Number of small business (organisations with 1-49 employees) that have been supported by
merSETA through skills development funding, mentoring, one-on-one induction or guidance on
accessing grants.
Source of data NSDMS records or small business support schedules.
Method of
calculation/Assessment Count the number of small businesses supported through skills development funding, mentoring,
one-on-one induction or guidance on accessing grants. Each signed agreement is counted once
in the financial year, irrespective of the number of agreements entered with the small business.
Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of
meetings, an attendance register or workshop presentation, or an agenda that includes a clear
purpose of the meeting or workshop, etc.
Assumptions merSETA has a strategy and supporting measures in place to encourage participation of SMEs
in its activities and interventions.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable)
10% of small businesses supported through skills development will be from rural areas and
townships.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 1500 small businesses supported through skills development.
Indicator responsibility Chief Operations Officer
3.39 Number of Non-Profit Organisations (NPOs) supported through skills development.
Indicator title Number of Non-Profit Organisations (NPOs) supported through skills
development.
Definition
Number of Non-Profit Organisations (NPOs), including Non-Government Organisations (NGOs)
and Community Based Organisations (CBOs), that have been supported by the merSETA
through skills development, either by training, funding ,mentoring, workshop, project visits or
guidance on accessing grants.
Source of data NSDMS records or NPOs contract schedules.
Method of
calculation/Assessment Count the number of NPOs inclusive of NGOs and legally registered CBOs supported through
skills development, either by training, funding, mentoring, workshop, project visits or guidance
104
Indicator title Number of Non-Profit Organisations (NPOs) supported through skills
development.
on accessing grants. Each signed agreement is counted once in the financial year, irrespective
of the number of agreements entered with the NPO.
Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of
meetings, an attendance register or workshop presentation, or an agenda that includes a clear
purpose of the meeting or workshop.
Assumptions NPOs have the capability and capacity (resources, infrastructure and project management) to
implement agreements.
Disaggregation of
Beneficiaries (where
applicable)
`N/A
Spatial Transformation
(where applicable) 60% of Non-Profit Organisations supported through skills development will be from rural areas.
Calculation type Cumulative
Reporting cycle Bi-Annually
Desired performance In year 2020/21 at least 13 Non-Profit Organisations supported through skills development.
Indicator responsibility Chief Operations Officer
3.40 Number of (Non-Levy Paying Enterprises) NLPEs supported through skills development.
Indicator title Number of Non-Levy Paying Enterprises (NLPEs) supported through skills
development.
Definition Number of Non-Levy Paying Enterprises (NLPEs) that are supported by merSETA through skills
development funding, mentoring, one-on-one induction, or guidance on accessing grants.
Source of data NSDMS records or NLPEs schedules.
Method of
calculation/Assessment
Count the number of NLPEs supported through skills development funding, mentoring, one-on-
one induction or guidance. Each signed agreement is counted once in the financial year,
irrespective of the number of agreements entered with the NLPE.
Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of
meetings, an attendance register, workshop presentation, or an agenda that includes a clear
purpose of the meeting or workshop, etc.
Assumptions NLPEs have the capability and capacity (infrastructure, resources and project management) to
implement agreements
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) 10% of NLPEs supported through skills development will be from rural areas and townships.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 210 NLPEs supported through skills development.
Indicator responsibility Chief Operations Officer
105
3.41 Number of trade unions supported through skills development.
Indicator title Number of trade unions supported through skills development.
Definition Number of trade unions that have been supported by the merSETA through skills development
funding for training.
Source of data NSDMS records or trade unions schedules.
Method of
calculation/Assessment
Count the number of trade unions supported
Means of verification Copy of signed agreement with a trade union.
Assumptions Trade unions have the capability and capacity (infrastructure, resources and project
management) to implement agreements
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In year 2020/21 at least four trade unions supported through skills development
Indicator responsibility Chief Operations Officer
3.42 Number of rural development projects supported through skills development.
Indicator title Number of rural development projects supported through skills development.
Definition Number of rural based skills development projects supported through skills development
funding.
Source of data NSDMS records or rural development projects schedules.
Method of
calculation/Assessment
Each signed rural project agreement is counted once in the financial year, irrespective of the
number of agreements entered into with providers.
Means of verification A copy of signed agreements.
Assumptions Partners have the capability and capacity (infrastructure, resources and project management) to
implement agreements
Disaggregation of
Beneficiaries (where
applicable)
50% of the rural development projects implemented will target women in rural areas.
Spatial Transformation
(where applicable) 100% of the projects will be based in rural areas.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In year 2020/21 at least four rural development projects supported through skills development.
Indicator responsibility Chief Operations Officer
106
3.43 Number of people registered for entrepreneurial skills.
Indicator title Number of people registered for entrepreneurial skills.
Definition Number of people trained on entrepreneurial skills through either learnerships, skills programmes
or non-credit bearing programmes.
Source of data Learner management system.
Method of
calculation/Assessment
Each learner is counted once for every entrepreneurial learnership, skills programme or non-
credit bearing programme registered.
Means of verification Learnership agreement or learner registration form; contract of employment or letter of
confirmation of employment status for the duration of the learning programme, merSETA site
visit report; a copy of an ID or passport, or confirmation of application of ID or foreign
identification document, and copy of highest educational qualification.
Assumptions Partners have the capability and capacity (resources and infrastructure) to implement the training
programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 10% of people registered for entrepreneurial skills will be from rural areas and townships.
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 150 registered for entrepreneurial skills.
Indicator responsibility Chief Operations Officer
Programme 4: Quality Assurance Indicators
4.1 Number of TVET Centres of Specialisation (CoS) supported.
Indicator title Number of TVET Centres of Specialisation (CoS) supported.
Definition This indicator refers to the number of TVET Colleges recognised as Centres of Specialisation
(CoS), that are supported in delivery of occupational qualifications, to address the demand for
priority trades needed for the implementation of government’s National Development Plan
(NDP).
“Centres of Specialisation in the TVET College sector” is a programme which aims to inform
college differentiation, promote quality teaching and learning, facilitate responsiveness and
provide a model for the implementation of QCTO’s trade qualifications. This is done concurrently
with as it develops artisanal skills in demand for economic growth, starting with the Strategic
Integrated Projects (SIPs).
Source of data Register of CoS contracts.
Method of calculation/
Assessment
Each signed MoA between merSETA and a TVET CoS is counted once in the financial year,
irrespective of the number of agreements entered into with TVET college CoS.
Means of verification A copy of signed MoA between merSETA and TVET college recognised as a CoS, progress
report or site visit report against set deliverables.
Assumptions The TVET colleges identified have the capability and capacity (resources and infrastructure) to
implement agreements
107
Indicator title Number of TVET Centres of Specialisation (CoS) supported.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Non-Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, two TVET CoS supported.
Indicator responsibility Chief Operations Officer
4.2 Number of employers participating in the Centres of Specialisation (CoS) project.
Indicator title Number of employers participating in the Centres of Specialisation (CoS)
project.
Definition This indicator refers to the number of merSETA member companies allocated learner grants for
the CoS project. “Centres of Specialisation in the TVET College sector” is a programme which
aims to inform college differentiation, promote quality teaching and learning, facilitate
responsiveness and provide a model for the implementation of QCTO’s trade qualifications. This
is done concurrently as it develops artisanal skills in demand for economic growth, starting with
the Strategic Integrated Projects (SIPs).
Source of data NSDMS records or MoA schedules.
Method of calculation/
Assessment
Each signed MoA with merSETA member companies participating in a CoS project is counted
once in the financial year, irrespective of the number of agreements entered into with the
member company. Count of learners covered in the signed MoA(s)
Means of verification Copy of a signed MoA with merSETA member companies participating in a CoS project,
progress report, or site visit report against set deliverables.
Assumptions New employers participating in the CoS project have the capability and capacity (resources and
infrastructure) to implement.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Quarterly
Desired performance In the year 2020/21, 35 employers participating in the Centres of Specialisation (CoS) project.
Indicator responsibility Chief Operations Officer
108
4.3 Number of TVET colleges funded for merSETA occupational programmes, equipment and
workshop infrastructure.
Indicator title Number of TVET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Definition This indicator refers to the number of TVET colleges funded for merSETA occupational
programmes, equipment and workshop infrastructure.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Each signed MoA with the TVET college funded for merSETA occupational programmes,
equipment and workshop infrastructure is counted once in the financial year, irrespective of the
number of agreements entered into with the TVET college.
Means of verification Copy of a signed MoA with the TVET college funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Assumptions The TVET colleges have the capability and capacity (resources, infrastructure and project
management) to implement the agreements.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) 25 % of the funded TVET colleges will be from rural areas or townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, four TVET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Indicator responsibility Chief Operations Officer
4.4 Number of TVET college employees (managers, lecturers, or support staff) registered for merSETA
related programmes, including literacy and numeracy – bursaries.
Indicator title Number of TVET college employees (managers, lecturers, or support staff)
registered for merSETA related programmes, including literacy and numeracy –
bursaries.
Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or
support staff) who have been supported through bursaries to enter a merSETA related
qualification or part qualification including literacy and numeracy, so as to contribute to their
development.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of number of TVET college employees (managers, lecturers, and support staff) funded
through a bursary for a qualification, or part qualification registered on merSETA system.
Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner
registration form or attendance register, proof of registration for HEI qualification, or confirmation
of registration with an HEI.
Assumptions TVET Colleges will support their employees to participate in merSETA programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 3%
109
Spatial transformation
(where applicable)
20% of the supported TVET college employees participating will be from TVET colleges in rural
areas or townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 52 TVET college employees (managers, lecturers, or support staff)
registered for merSETA related programmes including literacy and numeracy – bursaries.
Indicator responsibility Chief Operations Officer
4.5 Number of TVET college employees (managers, lecturers, support staff) registered for merSETA
related programmes including literacy and numeracy – skills programmes.
Indicator title Number of TVET college employees (managers, lecturers, support staff)
registered for merSETA related programmes including literacy and numeracy –
skills programmes.
Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or
support staff) who are registered on credit bearing or non-credit bearing skills development
programmes registered on the merSETA system, including literacy and numeracy. The training
offered is to contribute to the development of the TVET college employees.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of number of TVET college employees (managers, lecturers, support staff) funded for
credit or non-credit bearing training programmes registered on the merSETA system.
Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner
registration form or attendance register, or proof of registration for a credit bearing or non-credit
bearing skills development programme.
Assumptions TVET Colleges will encourage and support their employees to participate in merSETA
programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable)
20% of the supported TVET college employees participating will be from TVET colleges in rural
areas or townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 60 TVET college employees (managers, lecturers, support staff) registered
for merSETA related programmes, including literacy and numeracy – skills programme.
Indicator responsibility Chief Operations Officer
4.6 Number of TVET college employees (managers, lecturers, support staff) registered for merSETA
related programmes, including literacy and numeracy – industry placements.
Indicator title Number of TVET college employees (managers, lecturers, support staff)
registered for merSETA related programmes, including literacy and numeracy –
industry placements.
Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or
support staff) who have been registered for merSETA related programmes through industry
placement, so as to contribute to their development.
110
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of number of TVET college employees (managers, lecturers, support staff) registered for
industry placement registered on the merSETA system.
Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner
registration form or attendance register, or proof of registration for qualification credit or non-credit
bearing programme.
Assumptions TVET colleges will encourage and support their staff to participate in merSETA programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable)
20% of the supported TVET college employees participating will be from TVET colleges in rural
areas or townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 50 TVET college employees (managers, lecturers, support staff) registered
for merSETA related programmes, including literacy and numeracy – industry placements.
Indicator responsibility Chief Operations Officer
4.7 Number of SETA offices maintained in TVET colleges.
Indicator title Number of SETA offices maintained in TVET colleges.
Definition This target refers to the maintenance of merSETA offices which were previously opened at TVET
colleges.
Source of data Copy of agreement or letter of confirmation from the TVET College.
Method of
calculation/Assessment
Each office will only be counted once.
Means of verification Copy of agreement or letter of confirmation from the TVET College.
Assumptions The supported TVET colleges will continue to avail the offices and other resources for the
merSETA to maintain its offices.
Disaggregation of
Beneficiaries (where
applicable) N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, three of SETA offices maintained in TVET colleges.
Indicator responsibility Chief Operations Officer
111
4.8 Percentage of providers implementing merSETA occupational qualifications monitored.
Indicator title Percentage of providers implementing merSETA occupational qualifications
monitored.
Definition Percentage of a total of QCTO / merSETA accredited skills development providers offering
merSETA related full/part qualification programmes linked to active learners, monitored through
external moderation visits, monitoring visits and audit visit conducted. Monitoring will entail regular
and continuous assessment of the quality of learning, and the evaluation of training facilities against:
compliance with the learning and assessment prescripts of curriculum, compliance with work place
experience prescripts of learning programmes and compliance with workplace approval prescripts
of the merSETA.
Source of data Learner management system or quality assuror site visit reports.
Method of calculation/
Assessment
Count on percentage calculation of skills development providers visited (moderation visits,
monitoring visits, audit visit) out of the total number of providers linked to active learners.
Means of verification Report of number of site visits conducted and site visit reports
Assumptions The merSETA has the capacity to monitor providers implementing merSETA occupational
programmes.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) N/A
Calculation type Cumulative
Reporting Cycle Annually
Desired performance In the year 2020/21, 70% providers implementing merSETA occupational qualifications monitored.
Indicator Responsibility Chief Operations Officer
4.9 Number of CET college employees (managers, lecturers, or support staff) registered merSETA
related programmes including literacy and numeracy – bursaries.
Indicator title Number of CET college employees (managers, lecturers, or support staff)
registered for merSETA related programmes including literacy and numeracy –
bursaries.
Definition This indicator refers to the total number of CET college employees (managers, lecturers, or
support staff) who have been supported through bursaries to enrol for a merSETA related
qualification or part qualification, including literacy and numeracy, so as to contribute to their
development.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of number of CET college employees (managers, lecturers, support staff) funded through
bursary for qualification or part qualification registered on the merSETA system.
Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner
registration form, attendance register, or proof of registration for HEI qualification, or
confirmation of registration with an HEI.
Assumptions CET colleges will encourage and support their employees to participate in merSETA skills
development programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
112
Target for People with Disability (PwD): 2% across all the different learning interventions
Spatial transformation
(where applicable)
30% of CET college employees participating will be based in CET colleges in rural areas or
townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)
registered on merSETA related programmes, including literacy and numeracy – bursaries.
Indicator responsibility Chief Operations Officer
4.10 Number of CET college employees (managers, lecturers, support staff) registered for merSETA
related programmes, including literacy and numeracy – skills programmes.
Indicator title Number of CET college employees (managers, lecturers, support staff)
registered for merSETA related programmes including literacy and numeracy –
skills programmes.
Definition This indicator refers to the total number of CET college employees (managers, lecturers, or
support staff) who have been registered on credit bearing, or non-credit bearing skills
development programmes registered on the merSETA system, including literacy and numeracy.
The training offered is to contribute to the development of the CET college employees.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of number of CET college employees (managers, lecturers, support staff) funded for
credit or non-credit bearing training programmes registered on the merSETA system.
Means of verification Copy of a signed MoA with the CET college; CET college employee ID copy; learner
registration form, attendance register or proof of registration for a credit bearing, or non-credit
bearing skills development programme.
Assumptions CET colleges will encourage their employees to participate in merSETA skills development
programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 2% across all the different learning interventions
Spatial transformation
(where applicable)
30% of CET college employees participating will be based in CET colleges in rural areas or
townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)
registered for merSETA related programmes including literacy and numeracy – skills
programmes.
Indicator responsibility Chief Operations Officer
113
4.11 Number of CET college employees (managers, lecturers, support staff) registered for merSETA
related programmes including literacy and numeracy – industry placements.
Indicator title Number of CET college employees (managers, lecturers, support staff)
registered for merSETA related programmes, including literacy and numeracy
– industry placements.
Definition This indicator refers to the total number of CET college employees (managers, lecturers, or
support staff) who have been registered for merSETA related programmes through industry
placement, so as to contribute to their development.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Count of the number of CET college employees (managers, lecturers, support staff) funded for
industry placement registered on the merSETA system.
Means of verification Copy of a signed MoA with the CET college; CET college employee ID copy; learner
registration form, attendance register or proof of registration for qualification credit or non-credit
bearing programme.
Assumptions CET colleges will encourage and support their employees to participate in merSETA
programmes.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 20%
Target for People with Disability (PwD): 2% across all the different learning interventions
Spatial transformation
(where applicable)
30% of the CET college employees participating will be based in CET colleges in rural areas or
townships.
Calculation type Cumulative
Reporting cycle Annually
Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)
registered for merSETA related programmes, including literacy and numeracy – industry
placement.
Indicator responsibility Chief Operations Officer
4.12 Number of CET colleges funded for merSETA occupational programmes, equipment and
workshop infrastructure.
Indicator title Number of CET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Definition Number of new partnerships with CET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Source of data NSDMS MoA records or schedule of merSETA MoAs.
Method of calculation/
Assessment
Each signed MoA with the CET college funded for merSETA occupational programmes,
equipment and workshop infrastructure is counted once in the financial year, irrespective of the
number of agreements entered into with the CET college.
Means of verification Copy of a signed MoA with the CET college funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Assumptions CET colleges have the capability and capacity (resources, infrastructure and project
management) to implement the agreements.
114
Indicator title Number of CET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable) 50% of CET colleges supported will be from rural areas or townships.
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, two CET colleges funded for merSETA occupational programmes,
equipment and workshop infrastructure.
Indicator Responsibility Chief Operations Officer
4.13 Number of CET learners accessing AET programmes.
Indicator title Number of CET learners accessing AET programmes.
Definition Number of adults (18 years and above) who were unemployed before registering for adult
learning programmes, which may include ABET, AET or Foundational Learning Certificate
(FLC) or short courses at the CET college.
Source of data Learner Management System.
Method of calculation/
Assessment
Each learner is counted once for every adult learning programme registered.
Means of verification Learner agreement or learner registration form; contract of employment or letter of confirmation
of employment status for the duration of the learning programme, or proof of retrenchment
from the employer, and copy of an ID or passport or confirmation of application of an ID or
foreign identification document.
Assumptions CET colleges have the capability and capacity (resources and infrastructure) to enrol learners.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 30% of CET learners accessing AET programmes will be from rural areas or townships.
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, 20 employed or unemployed learners registered for AET programmes.
Indicator Responsibility Chief Operations Officer
4.14 Number of learners accessing CET occupational programmes.
Indicator title Number of learners accessing CET occupational programmes.
Definition This indicator refers to the total number of CET learners registered for occupational learning
programmes.
Source of data Learner Management System.
115
Indicator title Number of learners accessing CET occupational programmes.
Method of calculation/
Assessment
Each learner is counted once for learning programme(s) registered.
Means of verification Learnership agreement and learner ID copy.
Assumptions CET have the capability and capacity (resources and infrastructure) to deliver learning
programmes and enrol learners.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 20%
Target for Youth: 50%
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable) 30% of learners accessing CET occupational programmes will be from rural areas or townships.
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, 100 learners accessing CET occupational programmes.
Indicator Responsibility Chief Operations Officer
4.15 Number of career awareness and information events initiated by the merSETA.
Indicator Title Number of career awareness and information events initiated by the
merSETA.
Definition This is the number of rural and/or urban career awareness events/exhibitions initiated/planned
by the merSETA, to provide learners with occupational and career information pertaining to
careers in the mer-sector, with an emphasis on occupations in high demand in the mer-sector.
Source of data Learner Management System or merSETA career awareness planning schedules.
Method of calculation/
Assessment
Count the number of rural and/or urban areas where career awareness and information events
were initiated/planned by the merSETA.
Means of verification A letter on the merSETA letterhead signed by the invited school/organisation as confirmation
that merSETA initiated the career awareness and information event, and proof of request from
merSETA.
Assumptions The willingness to accept and participate in the merSETA initiated/planned career awareness
and information events.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30% of attendees
Target for Youth: 100% of attendees
Target for People with Disability (PwD): 3%
Spatial transformation
(where applicable)
50 % of career awareness and information events initiated by the merSETA will target rural
areas.
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, 10 career awareness and information events initiated by the merSETA.
Indicator Responsibility Corporate Services Executive
116
4.16 Number of career awareness and information events in which merSETA participated.
Indicator Title Number of career awareness and information events in which merSETA
participated.
Definition This is the number of rural and/or urban areas where career awareness events/exhibitions are
planned, and where merSETA is invited to participate, and provide learners with occupational
and career information pertaining to careers in the mer-sector, with an emphasis on
occupations in high demand in the mer-sector.
Source of data Invitations for participation.
Method of calculation/
Assessment
Count the number of rural and/or urban areas where events were planned, and where
merSETA was invited and participated.
Means of verification A letter on the merSETA letterhead signed by a school/organisation as confirmation of
merSETA participation, and proof of invitation from school/organisation.
Assumptions merSETA receives sufficient invites to participate in the career awareness events.
Organisers do not cancel planned career awareness events.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable)
60% of career awareness and information events in which the merSETA participates will be in
rural areas and townships.
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, 30 career awareness and information events in which merSETA
participated.
Indicator Responsibility Corporate Services Executive
4.17 Number of career development and advice practitioners trained.
Indicator Title Number of career development and advice practitioners trained.
Definition This is the number of career development and advice practitioners trained to provide services
that help learners, or adults, or workers to manage their careers and make occupational and
study decisions. Practitioners includes, but not limited to technical high school teachers for life
orientation subjects.
Source of data Learner Management System, register of SLA with the service provider to deliver training.
Method of calculation/
Assessment
Each practitioner is counted once for career development and/or advice training attended.
Means of verification A copy of a signed SLA with the service provider appointed to deliver training, practitioner’s
training attendance register, letter/certificate of attendance or certificate of completion of
training.
Assumptions There is adequate capacity to train career development and advice practitioners.
Disaggregation of
Beneficiaries (where
applicable)
Target for Women: 30%
Target for Youth: 20%
Target for People with Disability (PwD): 2%
Spatial transformation
(where applicable)
N/A
117
Calculation type Cumulative
Reporting Cycle Annually
Desired performance In the year 2020/21, 30 career development and advice practitioners trained.
Indicator Responsibility Corporate Services Executive
4.18 Number of merSETA skills development programmes or projects showcased or
marketed through public media platforms.
Indicator Title Number of merSETA skills development programmes or projects showcased
or marketed through public media platforms.
Definition This is the number of merSETA skills development programmes or projects showcased or
marketed through public media platforms (radio, newspapers and television)
Source of data Public media platforms
Method of calculation/
Assessment
Count the number of screenshots of social media posts, podcasts, or professional media
monitoring services reports.
Means of verification Social media posts, radio interview campaigns, podcasts or professional media monitoring
services reports.
Assumptions merSETA process owners share information on skills development programmes or projects
with the merSETA Marketing and Communications Unit on agreed timelines.
Disaggregation of
Beneficiaries (where
applicable)
N/A
Spatial transformation
(where applicable)
N/A
Calculation type Cumulative
Reporting Cycle Quarterly
Desired performance In the year 2020/21, five skills development programmes or projects showcased or marketed
through public media platforms.
Indicator Responsibility Corporate Services Executive
118
ANNEXURES
ANNEXURE A: Service Level Agreement ANNEXURE B: Materiality Framework ANNEXURE C: Grants Policy ANNEXURE D: merSETA Business Model
AN
NE
XU
RE
D:
Me
rSE
TA
bu
sin
es
s m
od
el (f
inan
cia
l in
ce
nti
ve
s a
nd
no
n-f
inan
cia
l s
erv
ice
s f
ram
ew
ork
)
The
me
rSE
TA
bu
sin
ess m
od
el (f
ina
ncia
l in
cen
tive
s a
nd n
on
-fin
an
cia
l se
rvic
es fra
me
wo
rk)
is g
ea
red
to
wa
rds th
e e
ffe
ctive
use o
f its r
esourc
es
to r
esp
ond to s
ecto
ral, n
ation
al, r
egio
na
l and
loca
l prio
ritie
s. In
itia
tive
s a
re fun
de
d th
rou
gh
Ma
nda
tory
Gra
nts
, fu
ll D
iscre
tion
ary
Gra
nt sub
sid
y,
pa
rtia
l D
iscre
tiona
ry G
ran
t sub
sid
y a
nd
non
-fin
an
cia
l su
ppo
rt and
se
rvic
es fo
r le
arn
ing
p
rovid
ed
w
ith
in th
e a
dm
inis
tration
b
ud
get.
T
he
bre
akdo
wn
of
the
fu
nd
ing o
f p
rogra
mm
es a
nd p
roje
cts
usin
g t
his
mod
el is
hig
hlig
hte
d in t
he t
ab
le b
elo
w.
N
SD
P
OU
TC
OM
ES
N
SD
P S
UB
-O
UT
CO
ME
S
OU
TP
UT
IN
DIC
AT
OR
S
TO
TA
L S
ET
A
TA
RG
ET
S
SE
TA
FU
LL
Y
FU
ND
ED
T
AR
GE
TS
(F
ull
DG
su
bsid
y)
Part
ial F
un
ded
T
AR
GE
T (
part
ial
DG
su
bsid
y)
Su
pp
ort
fu
nd
ing
(M
G a
nd
no
n
fin
an
cia
l su
pp
ort
an
d s
erv
ices
1. Id
entify
an
d
incre
ase
pro
duction o
f occupations in
hig
h d
em
and
1.1
Nationa
l e
nro
lment
and r
eso
urc
e r
atios f
or
the h
igh, in
term
edia
te
and e
lem
enta
ry s
kill
s
level.
Perc
enta
ge o
f dis
cre
tio
nary
gra
nt
budg
et a
llocate
d a
t de
ve
lop
ing
hig
h level skill
s
3%
2%
1%
0
Perc
enta
ge o
f dis
cre
tio
nary
gra
nt
budg
et a
llocate
d a
t de
ve
lop
ing
inte
rmedia
te s
kill
s
59%
36%
23%
0
Perc
enta
ge o
f dis
cre
tio
nary
gra
nt
budg
et a
llocate
d a
t de
ve
lop
ing
ele
menta
ry s
kill
s
10%
8%
2%
0
Perc
enta
ge o
f dis
cre
tio
nary
gra
nt
budg
et a
llocate
d f
or
burs
ari
es
8%
6%
2%
0
1.4
Identification o
f in
terv
en
tions r
equ
ired
to
im
pro
ve e
nro
lment
and c
om
ple
tion o
f priority
occupations:
Num
ber
of W
SP
s a
nd A
TR
s
appro
ve
d f
or
sm
all
firm
s
2242
2242
0
0
Num
ber
of W
SP
s a
nd A
TR
s
appro
ve
d f
or
mediu
m f
irm
s
875
875
0
0
Num
ber
of W
SP
s a
nd A
TR
s
appro
ve
d f
or
larg
e firm
s
525
525
0
0
Num
ber
of
researc
h a
nd
develo
pm
ent colla
bora
tion
stu
die
s’ ou
tcom
es im
ple
mente
d
to s
upp
ort
th
e r
evie
w o
r re
ne
wal
of
TV
ET
colle
ge c
urr
icu
la a
nd, or
learn
ing m
ate
rials
.
2
2
0
0
Num
ber
of
tracer
stu
die
s to
be
conducte
d to
esta
blis
h
em
plo
ym
ent a
bsorp
tion
(inclu
din
g s
elf-e
mplo
ym
ent)
1
1
0
0
SE
TA
s id
entify
in th
eir s
kill
s
pla
nnin
g r
ese
arc
h, esta
blis
hed
and e
merg
ent coop
era
tive a
nd
their s
kill
s n
eed
s
SS
P a
ppro
ved
b
y E
xecutive
A
uth
ority
SE
TA
s thro
ugh t
he
ir s
kill
s
pla
nnin
g r
ese
arc
h, id
en
tify
skill
s
needs o
f sm
all
an
d e
merg
ing
ente
rpri
ses
SS
P a
ppro
ved
b
y E
xecutive
A
uth
ority
2. L
inkin
g
education
an
d th
e
work
pla
ce
2.1
: O
pen
ing o
f w
ork
pla
ce b
ased
le
arn
ing o
pport
unitie
s
incre
ased
Num
ber
of
unem
plo
yed le
arn
ers
re
gis
tere
d f
or
WIL
pro
gra
mm
es f
rom
T
VE
T
3050
1500
800
750
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting W
IL p
rogra
mm
es f
rom
T
VE
T
750
400
200
150
Num
ber
of
unem
plo
yed le
arn
ers
re
gis
tere
d f
or
WIL
pro
gra
mm
es f
rom
H
EIs
400
250
150
0
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting W
IL p
rogra
mm
es f
rom
H
EI’s
350
150
100
100
Num
ber
of
unem
plo
yed le
arn
ers
enro
lled inte
rnsh
ips
420
225
195
0
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting inte
rnship
320
150
170
0
Num
ber
of
unem
plo
yed le
arn
ers
enro
lled s
kill
s p
rogra
mm
es
4050
1300
1250
1500
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting s
kill
s p
rogra
mm
es
2800
600
1000
1200
Num
ber
of
unem
plo
yed le
arn
ers
enro
lled learn
ers
hip
pro
gra
mm
es
3000
1200
1000
800
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting learn
ers
hip
pro
gra
mm
es
2814
600
1000
1214
Num
ber
of
unem
plo
yed le
arn
ers
enro
lled f
or
candid
acy p
rog
ram
mes
20
10
5
5
Num
ber
of
unem
plo
yed le
arn
ers
com
ple
ting c
andid
acy p
rogra
mm
es
15
8
3
4
3. Im
pro
vin
g th
e
level of
skill
s in
3.1
: T
o incre
ase
work
ers
part
icip
ating in
vari
ous learn
ing
pro
gra
mm
es to a
Num
ber
of
work
ers
enro
lled o
n
learn
ers
hip
pro
gra
mm
es
2000
800
600
600
Num
ber
of
work
ers
com
ple
ting
learn
ers
hip
pro
gra
mm
es
1417
500
400
517
the S
outh
Afr
ican
work
forc
e
min
imum
of
80%
by
2030
, to
addre
ss,
critical skill
s r
eq
uire
d
by v
ari
ous s
ecto
rs o
f th
e e
co
nom
y,
to
transfo
rm w
ork
pla
ces,
impro
ve p
rod
uctivity
and t
o im
pro
ve
econom
ic g
row
th
pro
spects
in v
arious
secto
rs o
f th
e
econom
y.
Num
ber
of
work
ers
gra
nte
d
burs
aries (
ne
w e
ntr
ies)
150
80
20
50
Num
ber
of
work
ers
gra
nte
d
burs
aries (
continu
ing)
100
40
20
40
Num
ber
of
work
ers
gra
nte
d b
urs
aries
com
ple
ting th
eir s
tud
ies
50
20
5
25
Num
ber
of
work
ers
enro
lled s
kill
s
pro
gra
mm
es
4200
1100
900
2200
Num
ber
of
work
ers
com
ple
ting s
kill
s
pro
gra
mm
es
2317
800
400
1117
Num
ber
of
work
ers
enro
lled A
ET
pro
gra
mm
es
500
250
250
0
Num
ber
of
work
ers
com
ple
ting A
ET
pro
gra
mm
es
250
150
100
0
4. In
cre
ase
access to
occupationa
lly
directe
d
pro
gra
mm
es
4.2
: In
cre
ase a
ccess
for
Inte
rmedia
te a
nd
hig
h level skill
s
Num
ber
of
art
isan le
arn
ers
enro
lled
4400
2000
1000
1400
Num
ber
of
art
isan le
arn
ers
com
ple
ting
3570
1000
1500
1070
Num
ber
of
unem
plo
yed le
arn
ers
gra
nte
d b
urs
aries (
ne
w e
nro
llments
) 100
100
0
0
Num
ber
of
unem
plo
yed le
arn
ers
gra
nte
d b
urs
aries (
continu
ing )
386
386
0
0
Num
ber
of
unem
plo
yed le
arn
ers
gra
nte
d b
urs
aries c
om
ple
ting th
eir
stu
die
s
193
193
0
0
Num
ber
of
learn
ers
un
derg
oin
g
RP
L/A
RP
L
1600
300
41
1259
Num
ber
of T
VE
T p
art
ners
hip
s
esta
blis
he
d
9
9
0
0
Num
ber
of
HE
I part
ners
hip
s
esta
blis
he
d
7
7
0
0
Num
ber
of
CE
T p
art
ners
hip
s
esta
blis
he
d
2
2
0
0
Num
ber
of
SE
TA
-Em
plo
yer
part
ners
hip
s e
sta
blis
hed
1680
1680
0
0
Num
ber
of
active
part
ners
hip
s w
ith
pub
lic s
ecto
r d
epart
ments
and
institu
tions
4
4
0
0
5. S
upp
ort
th
e
gro
wth
of
the
pub
lic c
olle
ge
syste
m
5.1
: S
up
port
the T
VE
T
Colle
ges
Num
ber
of
SE
TA
off
ices m
ain
tain
ed
in T
VE
T c
olle
ges
3
3
0
0
Num
ber
of
Centr
es o
f S
pecia
lization
(C
oS
) sup
port
ed
2
2
0
0
Num
ber
of
em
plo
yers
part
icip
ating in
the C
entr
es o
f S
pecia
liza
tio
n (
CoS
) pro
ject
35
35
0
0
Num
ber
of T
VE
T c
olle
ge
em
plo
yees
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
burs
aries
52
25
27
0
Num
ber
of T
VE
T c
olle
ge
em
plo
yees
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
skill
s p
rogra
mm
es
60
60
0
0
Num
ber
of T
VE
T c
olle
ge
em
plo
yees
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
in
dustr
y p
lace
ments
50
50
0
0
Num
ber
of T
VE
T c
olle
ges f
unde
d f
or
merS
ET
A o
ccupation
al pro
gra
mm
es,
equ
ipm
ent and
work
shop
infr
astr
uctu
re
4
4
0
0
Num
ber
of
CE
T c
olle
ge e
mplo
ye
es
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
burs
aries
10
10
0
0
Num
ber
of
CE
T c
olle
ge e
mplo
ye
es
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
skill
s p
rogra
mm
es
10
10
0
0
Num
ber
of
CE
T c
olle
ge e
mplo
ye
es
(managers
, le
ctu
rers
, supp
ort
sta
ff)
train
ed o
n m
erS
ET
A r
ela
ted
pro
gra
mm
es inclu
din
g L
itera
cy a
nd
Num
era
cy –
Ind
ustr
y p
lace
ments
10
10
0
0
Num
ber
of
CE
T c
olle
ges f
unded
for
merS
ET
A o
ccupation
al pro
gra
mm
es,
equ
ipm
ent and
work
shop
infr
astr
uctu
re
2
2
0
0
Num
ber
of
learn
ers
accessin
g C
ET
occupationa
l pro
gra
mm
es
100
100
0
0
Num
ber
of
CE
T learn
ers
accessin
g
AE
T p
rogra
mm
es
20
20
0
0
6. S
kill
s
develo
pm
ent
support
for
entr
epre
neurs
hip
and c
oopera
tive
develo
pm
ent
6.1
: T
o incre
ase s
kill
s
develo
pm
ent support
fo
r entr
epre
neuria
l activitie
s a
nd th
e
esta
blis
hm
ent of
ne
w
ente
rpri
ses a
nd
coopera
tives
Num
ber
of
co
-opera
tives s
upport
ed
with t
rain
ing inte
rventio
ns o
r fu
nded
10
10
0
0
Num
ber
of
sm
all
busin
ess s
upport
ed
with t
rain
ing inte
rventio
ns o
r fu
nded
1500
800
0
700
Num
ber
of
NLP
Es s
upp
ort
ed thro
ugh
skill
s d
eve
lopm
ent
210
150
0
60
Num
ber
of
people
to b
e tra
ined o
n
entr
epre
neuri
al skill
s
150
150
0
0
Num
ber
of
CB
Os/ N
GO
s/ N
PO
s
support
ed w
ith tra
inin
g inte
rventions
or
funded
13
13
0
0
7. E
ncoura
ge a
nd
support
work
er
initia
ted t
rain
ing
N
um
ber
of fe
dera
tions /tr
ad
e u
nio
ns
support
ed thro
ugh
the
rele
vant skill
s
train
ing in
terv
entions
4
4
0
0
8. S
upp
ort
care
er
develo
pm
ent
serv
ices
N
um
ber
of
care
er
aw
are
ne
ss a
nd
info
rmation e
vents
initia
ted
by
merS
ET
A in b
oth
urb
an a
nd r
ura
l are
as
10
0
0
0
Num
ber
of
care
er
aw
are
ne
ss a
nd
info
rmation e
vents
in w
hic
h
merS
ET
A p
art
icip
ate
d in b
oth
urb
an
and r
ura
l are
as
30
0
0
0
Num
ber
of
care
er
deve
lop
ment and
advic
e p
ractition
ers
tra
ined
30
0
0
0
Num
ber
of m
erS
ET
A s
kill
s
develo
pm
ent pro
gra
mm
es o
r pro
jects
sho
wcased o
r m
ark
ete
d thro
ugh
pub
lic m
edia
pla
tform
s
5
0
0
0
9. G
overn
ance
Quart
erl
y S
ET
A G
oo
d G
overn
ance
report
4
0
0
0
10. R
ura
l D
evelo
pm
ent
N
um
ber
of
rura
l develo
pm
ent
pro
jects
initia
ted
4
4
0
0
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