Human Resources Development Review 2008 pptx

Tables and figures xviiAcronyms and abbreviations xxxiiiINTRODUCTION 1 The education–economy relationship in South Africa, 2001–2005 1 Andre Kraak SECTION ONE: CONTEXT 2 Overview of the

EDUCATION, EMPLOYMENT AND SKILLS IN SOUTH AFRICA

Edited by Andre Kraak & Karen Press

2008

First published 2008 ISBN 978-0-7969-2203-8

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Tables and figures xviiAcronyms and abbreviations xxxiii

INTRODUCTION

1 The education–economy relationship in South Africa, 2001–2005 1

Andre Kraak

SECTION ONE: CONTEXT

2 Overview of the economy and economic policy 29

Sandy Lowitt and Miriam Altman

3 Employment shifts and the ‘jobless growth’ debate 50

Haroon Bhorat and Morné Oosthuizen

4 The social and human development context 69

Ingrid Woolard and Chris Woolard

5 The impact of HIV/AIDS 90

Jocelyn Vass

6 The informal economy 111

Richard Devey, Likani Lebani, Caroline Skinner and Imraan Valodia

7 Science and technology policy 134

Michael Kahn

SECTION TWO: SUPPLY

8 Public expenditure on education 161

Russell Wildeman

9 Early childhood development 185

Linda Biersteker and Andrew Dawes

10 Adult basic education and training 206

Ivor G Baatjes

11 Public schooling 228

Jennifer Shindler

Simon McGrath and Andrew Paterson

15 Training in the South African public sector 322

Andrew Paterson

SECTION THREE: HIGH SKILLS AND THE PROFESSIONS

16 High-skill requirements in advanced manufacturing 345

Jo Lorentzen and Angelique Wildschut

17 Financial services professions 365

Elize van Zyl

21 Engineers, technologists and technicians 452

Rènette du Toit and Joan Roodt

SECTION FOUR: INTERMEDIATE SKILLS AND THE MIDDLE OCCUPATIONS

22 Three pathways to intermediate skilling 479

SECTION FIVE: ENTRY-LEVEL SKILLS

25 Training within the South African national public works programme 555

Anna McCord

Contributors 577Index 579

The Human Resources Development Review 2008 is the second edition in a series of

overviews of human resources development (HRD) published by the Human SciencesResearch Council (HSRC)

The main purpose of the Review is to put in place a significant information infrastructure

for use by the state and HRD researchers across the education, training, science andtechnology, industry, employment and labour market policy domains Information is acritical prerequisite for effective decision-making in government, but unfortunately it isextremely difficult for government officials to collect and collate the cross-sectoral datarequired for HRD policy-making Researchers and journalists experience a similar problem

with regard to the scarcity of data on HRD The HRD Review 2008 aims to fill this gap.

The HSRC’s HRD information infrastructure has two components The first is the series

of Reviews of HRD in print format The second is a multifaceted, Internet-based Data Warehouse providing multi-year data tables extracted from the HRD Reviews, as well as an easy-to-use search tool These tables and all the chapters in the HRD Review 2008 can be

downloaded easily and at no cost from this website (see http://hrdwarehouse.hsrc.ac.za)

The HRD Review 2008 is produced by the Research Programme on Education, Science and

Skills Development (ESSD) at the HSRC.1The Programme focuses on three major researchareas: the ‘education system’, the ‘national system of innovation’ and the ‘world of work’

The distinctiveness of the work done in this Programme resides in its ability to harnessresearch work at the interface of these three key social domains, to produce comprehensive,integrated and holistic analyses of the pathways of learners through schooling, further and

higher education into the labour market and national system of innovation The HRD Review series is the flagship project of this Programme.

Conception of HRD

An important conceptual distinction shaping the content of the HRD Review 2003 was its

definition of skills, in particular, its categorisation of skills into three distinct bands: highskills, intermediate skills and entry-level skills These skill bands can be represented in terms

of the National Qualifications Framework (NQF) as shown in the table on page vi

The distinctions between these levels are crucial for three reasons Firstly, as was pointed

out in the HRD Review 2003, much of the literature on globalisation and the ‘knowledge

economy’ exaggerates the extent of the transition to a new social order in which high skillsare the prerequisites for participation in the new economy The diffusion of the new high-skill production techniques associated with the knowledge economy has in fact been farmore uneven than acknowledged in the international literature It does not totally displaceold forms of social and economic organisation, with their associated skill needs Rather, the

Secondly, there has been a serious neglect of the ongoing importance of intermediate skills

in contemporary economies Even though structural changes have occurred in the SouthAfrican economy over the past three decades towards greater capital- and skills-intensity,these changes have not dramatically reduced the demand for sufficient numbers oftechnically competent operatives, artisans and technicians in the manufacturing sectors ofthe economy Additionally, the biggest structural change, the rapid growth of the servicessector, has also brought with it dramatic increases in the demand for white-collarintermediate-skilled labour – the clerks, sales and administrative personnel who work theservices economy

And finally, in an economy characterised by great poverty, unemployment and low levels oflabour absorption, the expansion of entry-level jobs in labour-absorbing sectors is of crucialimportance to South Africa’s future prosperity

Promotion of HRD across these three skill bands requires a multifaceted strategy It requires

a range of initiatives aimed at expanding export-oriented, high value-adding manufacturingproduction and services provision, particularly via the implementation

of targeted industrial policies in new, globally competitive ‘niche’ areas Other necessarymeasures include: a dramatic improvement in the country’s science base; a reversal in thehigh levels of skilled emigration; and an expansion of appropriately trained high-skillgraduates

Secondly, it requires the promotion of ongoing training activities to support intermediateskills, for example, apprenticeship training at further education and training (FET) collegesand technician training at universities of technology And finally, large-scale job creationschemes triggered by public sector initiatives are urgently needed to assist with high levels

of unemployment and despondency, especially amongst the youth Supply-side institutions

Three skill bands on the National Qualifications Framework

NQF level Skill band

(higher education degrees and

7 postgraduate qualifications) 6

1

Many chapters in this volume contribute to the development of such a multifaceted skillsstrategy The need for skills development strategies at the high, intermediate and entry levels

is a common refrain throughout the text

The structure of the Review

The structure of the present volume is shaped by the HRD Review 2003 in two ways.

It continues the comprehensive coverage provided by the HRD Review 2003 as far as is

possible Many chapters, therefore, are updates of work published in the 2003 edition More

importantly, many of the chapters in the HRD Review 2008 are strongly influenced by the

three-level conception of skills developed in the 2003 edition

The Introduction and Section One of the HRD Review 2008 examine the context in which

HRD takes place Chapters 1–7 provide an overview of the education–economy relationship

in South Africa; the South African economy and economic policy; employment shifts andthe ‘jobless growth’ debate; the social and human development context in which education,training and employment takes place; the impact of HIV/AIDS on this context; the informaleconomy; and science and technology policy

Chapters 8–15 in Section Two focus on the supply-side provision of education and training.The focus, ordering and structure of these chapters mirror very closely the format adopted

in the 2003 edition of the Review Topics included are: public expenditure on education;

early childhood development; adult basic education and training; public schooling; FETcolleges; higher education; enterprise training; and public sector training

The last 10 chapters, in Sections Three, Four and Five, aim to illuminate the three-wayconception of skills discussed earlier Chapters are distributed across the following sub-divisions:

• High skills and the professions (Chapters 16–21)

• Intermediate skills and the middle occupations (Chapters 22–24)

• Entry-level skills (Chapter 25)These 10 chapters provide comprehensive overviews of several professions (financialservices, veterinarians, pharmacists, social workers and engineers) as well as advancedmanufacturing skills, and para-professions (artisans and technicians) as well as intermediateworkers in the services and tourism sectors The concluding chapter looks at public sectorinitiatives aimed at providing entry-level skills for unemployed workers through theExpanded Public Works Programme

Data problems

Even though the HRD Review 2008 has assembled a comprehensive collection of data from

a wide array of reliable sources, certain cautionary comments must be made Data problems

‘drilling down’ and disaggregation.

Even more serious problems occur in line-function government departments such as theDepartment of Education (DoE), which does not collect administrative data on a systematicand regular basis in crucial areas such as FET colleges, adult basic education and training(ABET), and early childhood development (ECD) Chapters on these topics have had tomake do with very old data – 2000 in the case of ECD, 2002 in the case of FET colleges, and

1999 in the case of ABET, with incomplete data sets ever since Data production in each ofthese three cases was outsourced by the DoE to contract research providers; the DoE has nointernal capacity to undertake data collection itself These data deficiencies do not enableaccurate and confident measurement to be produced by researchers using these data sources.Similar problems are evident in the Department of Labour (DoL), which appears to havereplaced routine administrative data collection on items such as the number of apprenticestrained per year, with the Performance Indicator results of the National Skills DevelopmentStrategy (NSDS) launched in 2001 The DoL is also heavily reliant on the 23 SETAs for datacollection on the NSDS, and has little power to ensure data integrity and quality in theproduction of such SETA data

Another data issue for readers to note is that there are a few instances in which differentchapter authors have extracted and customised their own tables from large databases such as the Higher Education Management Information System (HEMIS) or LFS database,with divergent results These divergences arise from differing computations during thecustomisation process, and not from errors made in the construction of the data tables.The task of researching off the HEMIS database is complicated further by the fact that it isretrospectively amended from time to time, as DoE officials audit the enrolment numbersprovided by institutions Once exact enrolment and graduation numbers are audited, slightchanges in the HEMIS data will inevitably arise One research account of higher education,using data extracted on a specific date, may throw up different results to another seeminglyidentical effort, because of the time difference in data extraction

All of these data limitations and restrictions are unfortunate because they make workingwith data difficult, and data gaps compromise the value of the research results Reliableadministrative data are crucial to good, evidence-led research and policy formulation

It is hoped that one of the effects of the HRD Review series will be to highlight the

importance of reliable data for good government policy-making and, in doing so, to put the improvement of data production and collection under the spotlight

The HRD Review 2008 provides the best possible collection of reliable data available in the

cross-sectoral field of HRD This collection of chapters and its massive assemblage of datatables will prove invaluable to government officials who are responsible for decision-making

in HRD It will assist training practitioners in the SETAs and in the private sector with their

Andre Kraak and Karen Press

General Editors

Note

1 The HRD Review 2003 was produced by the Research Programme on Human Resources Development

at the HSRC which has subsequently been incorporated within the new research entity, ESSD.

The authorship of this Review is institutional and collective, and requires the

acknowledgement of several people who spent many weeks and months working on thisproject

The project team

We would like to acknowledge and thank our highly capable project team who made the

HRD Review 2008 and the Data Warehouse website a reality: They are:

• Project Managers: Angelique Wildschut and Sharon Flemmit

• Project Manager of the Data Warehouse website project: Arjen van Zwieten

Authors

We thank each of the authors who contributed their research and analysis from theirpositions outside the HSRC, and those within: Salim Akoojee, Miriam Altman, Ivor Baatjes,Haroon Bhorat, Linda Biersteker, Mignonne Breier, Andrew Dawes, Richard Devey,

Rènette du Toit, Nicci Earle, Elsje Hall, Michael Khan, Likani Lebani, Jo Lorentzen,Sandy Lowitt, Mahlubi Mabizela, Anna McCord, Simon McGrath, Didi Moyle,Morné Oosthuizen, Andrew Paterson, Joan Roodt, Jennifer Shindler, Caroline Skinner,Imraan Valodia, Elize van Zyl, Jocelyn Vass, Mariette Visser, Russell Wildeman,

Angelique Wildschut, Chris Woolard and Ingrid Woolard

Reviewers

The following academics are thanked for undertaking the demanding peer review of

25 chapters in a very short space of time:

External reviewers

Haroon Bhorat, Director of the Development Policy Research Unit based at the School of

Economics, University of Cape Town

Enver Motala, formerly Deputy Director-General, Department of Education, Gauteng

province, and currently an education consultant

Pundy Pillay, Senior Research Economist for the Research Triangle Institute (SA) Charles Simkins, Professor of Economics, University of the Witwatersrand Eddie Webster, Professor of Industrial Sociology, University of the Witwatersrand Heather Jacklin, Senior Lecturer, School of Education, University of Cape Town

University of the Witwatersrand

Peter Barron, Specialist Technical Advisor, Health Systems Trust

Mignonne Breier, Chief Research Specialist, Research Programme on Education, Science

and Skills Development, HSRC

Michael Cosser, Chief Research Specialist, Research Programme on Education, Science and

Skills Development, HSRC

Black This term includes all South Africans classified as African, coloured and Indian.

Educators This refers to any person who teaches, educates or trains other people at an

education institution The term is used in preference to the more traditional ‘teacher’ tobroaden the scope of activities involving people engaged in some form of education ofothers

Establishment posts These are posts in FET colleges that are paid for by the provincial

education authorities

Full-time equivalent (FTE) This is a measure used to calculate the subsidy paid by the

government to higher education institutions The measure is based on one student enrolledfull-time for a degree programme in contact mode for a whole academic year A studentstudying full-time for a six-month semester programme would be the equivalent of a 0.5FTE

Further education and training This refers to vocationally oriented post-school education

and training at National Qualifications Framework Levels 2–4

Further education and training (FET) college A further education and training college is a

college which provides further education and training on the basis of full-time, part-time ordistance provision and is (a) established or regarded as having been established as a publicfurther education and training institution under the Further Education and Training Act

No 98 of 1998; (b) declared a public further education and training institution under thisAct; or (c) registered or conditionally registered as a private further education and traininginstitution under this Act

General education and training (GET) This refers to school-level education, up to National

Qualifications Framework Level 1

General Education and Training Certificate (GETC) This is the qualification obtained after

completing Grades 1–9 of formal schooling Learners with a GETC may move on to furthereducation and training, without proceeding through Grades 10–12 in the school system

Gini coefficient The Gini coefficient is a figure between 0 and 1, which can be multiplied by

100 to give a figure between 0 and 100 The same idea is being represented in both cases,with 0 representing perfect equality and 1 (or 100) representing perfect inequality

Gross enrolment ratio (GER) The gross enrolment ratio is a measure of education access

and coverage It is calculated by dividing the number of learners enrolled at a given level ofeducation, regardless of age, by the population of the age group which officially corresponds

to the given level of education

Headcount This refers to the number of individual students in an education institution.

Headcounts include all enrolments regardless of the length of the course or programme.Consequently, each short-term or part-time student is counted in the same way as full-timeenrolments Headcounts thus present a potentially inflated picture of the size of the system

To address this, full-time equivalent enrolments are calculated by converting headcounts tothe full-time one-year equivalent of each enrolment

Higher education This refers to all education programmes at the post-school, pre-degree

level leading to qualifications at National Qualifications Framework Levels 5–8, includingcertificates, diplomas, higher diplomas, as well as undergraduate, postgraduate, master’s anddoctoral degrees

Higher education institution This refers to universities and universities of technology

(formerly technikons) that offer programmes at National Qualifications Framework Levels5–8

Internal labour markets These are labour markets located within specific enterprises, in

which jobs are usually filled by internal promotion, and skills are acquired internally ratherthan through the acquisition and possession of externally recognised qualifications

Learner/student Individuals enrolled at schools, in adult education and training courses,

in early childhood educare programmes and in learnerships are referred to as learners.Individuals enrolled at further education and training colleges and higher educationinstitutions are referred to as students

Learnership Learnerships are structured, systematic forms of workplace learning that consist

of formalised learning and structured work experience Learnership contracts are signed in athree-way agreement between the employer, the education and training provider and thelearner

National Qualifications Framework (NQF) The NQF is the qualifications framework that

governs all levels of formal education in South Africa It comprises eight qualification levels,the first four of which are associated with formal schooling Level 5 relates primarily touniversity of technology pre-degree qualifications such as diplomas and certificates Level 6refers to tertiary-level undergraduate degree qualifications Levels 7 and 8 are associatedwith postgraduate qualifications

Net enrolment ratio (NER) The NER is a measure of the internal efficiency of the schooling

system It is calculated by dividing the number of learners of the appropriate age at a givenlevel of education by the total population of the corresponding age group

Non-establishment posts These are posts in FET colleges that are paid for from the college

council funds

Pass rate This refers to the number of learners/students who pass an examination expressed

as a percentage of the total number of learners/students who register for the examinationand who actually write the examination

Race groups (also population groups) These are terms used to designate the racial

categories (e.g African, white, coloured and Indian) that were created for purposes ofpopulation classification under apartheid They no longer have legal status in South Africa

Senior Certificate examination This is the examination written by learners who have

completed Grades 1–12 of schooling and have reached matriculation level It is the final, andhighest-level, school-leaving qualification

Throughput rates as defined at further education and training colleges Throughput rates

at further education and training colleges refer to the number of students who enrol at thebeginning of an education programme and who pass the examination at the end of the year The ‘throughput rate’ is distinct from the ‘pass rate’, which is defined as the number

of students who pass an examination, expressed as a percentage of the total number whoqualify to write the examination, and who actually write the examination For example, aprogramme has 100 students who enrol at the start of the academic year Ten students dropout during the year At the time of the final examination for the year 90 students qualify towrite, and do write the examination, and 45 students pass The pass rate is therefore 50 percent, but the throughput rate is 45 per cent – a lower number reflecting the dropout factor

Throughput rates as defined at higher education institutions Throughput rates in higher

education are defined institutionally as the total number of students who graduate from ahigher education institution each year, as a percentage of the total number of studentsenrolled in that institution

province, 2003 13Table 1.4: Net enrolment ratio (percentage) in secondary schools, by province, 1997 and

2001 14Table 1.5: National Senior Certificate examination results, 1997–2005 14Table 1.6: Enrolment numbers in public FET colleges, 2004 16

Table 1.7: Higher education headcount enrolments, 1999–2005 16Table 1.8: Science, engineering and technology graduates as a percentage of total

graduates, 2002–2004 17Table 1.9: Attrition rates in higher education institutions, 2000–2004 18Table 1.10: Engineering student throughput rates; averages derived from a six-year

longitudinal study of six cohorts at one South African university,1995–2000 19

Table 1.11: Graduation levels in key professions, 2000–2004 20Table 1.12: Permanent academic staff in higher education institutions, by highest formal

qualification (percentage), 1995–2004 20Table 1.13: Scarce skills, by occupational category, National Scarce Skills List 2006 22

Figure 1.1: ‘Expansion saturation’ in education and training versus growth in the

(percentage change in GDP), 2000–2003 33

prices), 2001–2003 37Table 2.10: Real savings (2000 current prices, R million), 2000–2003 37Table 2.11: Real GDP growth, by sector (percentage change at seasonally adjusted

annualised rates), 2001–2003 38Table 2.12: Employment, by sector and percentage change, 2001–2004 39Table 2.13: Exports to selected regions (percentage of total, average over period),

1998–2003 40

Figure 2.1: Real effective exchange rate of the rand (1995 = 100), 1990–2004 31Figure 2.2: Percentage share of government functions in consolidated national and

provincial spending, 2001–2003 35Figure 2.3: Percentage growth of broad economic sectors (constant 2000 prices),

2001–2003 38Figure 2.4: Integrated Economic Action Plan 42

Chapter 3

Table 3.1: Simple GDP elasticity of non-agricultural formal employment, 1970–2002 52Table 3.2: Output–employment elasticity estimates, non-agricultural formal

employment, 1980–1998 54Table 3.3: Selected output–employment elasticities, 1970–2001 55Table 3.4: Employment, unemployment and labour force trends, 1995–2005 57Table 3.5: Simple GDP elasticity of total employment, 1990–2005 59

Table 3.6: Sectoral economic performance (GVA), 1995–2004 60Table 3.7: Employment expansion, by sector, 1995–2005 62Table 3.8: Employment growth, by skills level (percentage change), 1995–2005 63 Table 3.9: Skills breakdown of employment, by sector, 1995 and 2005 65

Figure 3.1: Non-agricultural formal employment and real GDP, 1967–2002 52

Chapter 4

Table 4.1: Provincial population, by gender, 2006 70Table 4.2: Percentage distribution of projected provincial share of the total population,

2001–2006 71Table 4.3: Breakdown of South African population, by race and gender, 2006 71

Table 4.9: HIV prevalence (percentage) among antenatal clinic attendees, by province,

2001–2004 75Table 4.10: HIV prevalence (percentage) among antenatal clinic attendees, by age group,

(2001–2004) 76Table 4.11: Selected indicators of poverty, assuming a poverty line of R3 000 per capita

per year (in constant 2000 prices), 1993–2004 78Table 4.12: Gini coefficients calculated by different methods using the 1995 and 2000

IESs 78Table 4.13: Gini coefficients based on total household expenditure, by race and location,

2004 79Table 4.14: Estimated household monthly expenditure, by race group (constant 2005

rands), 2001–2005 79Table 4.15: Household income sources in urban areas (percentage), 2004 80Table 4.16: Household income sources in rural areas (percentage), 2004 80Table 4.17: Percentage of all South African households with access to services and

facilities, 2005 81Table 4.18: Educational outcomes, 1990–2004 85Table 4.19: Educational attainment of persons aged 24 and older, by race and gender

(percentage), 2005 85Table 4.20: Infant mortality and child mortality rates, 2001–2004 86Table 4.21: Access to healthcare, by race (percentage), 1998 and 2005 86

Figure 4.1a: Age pyramid: Africans, 2006 73Figure 4.1b: Age pyramid: whites, 2006 73Figure 4.2: Change in access to selected services, 2001–2005 82Figure 4.3: Change in access to telecommunications, 2001–2005 82Figure 4.4: Expenditure items as a percentage of GDP, 2000/01–2006/07 83Figure 4.5: Number of children benefiting from the child support grant, by age group,

2001–2006 84Figure 4.6: Educational attainment, by age cohort and gender, 2005 86

Chapter 5

Table 5.1: Projections of HIV prevalence in South African population, 1995–2010 93Table 5.2: Comparison of AIDS orphans projected for South Africa (millions),

2003–2015 96Table 5.3: HIV prevalence (percentage), by skill level, in selected South African

companies, 1999–2001 100

Table 5.4: Projected HIV-prevalence rates, by skill level, and survey results of actual

prevalence rates in public health and educator sector (percentage), 2005, 2002,2004/05 101

Figure 5.1: HIV-prevalence rate among antenatal attendees aged 15–49 years in South

Africa, 1990–2004 92Figure 5.2: Projected numbers of people newly infected, by sex and age, ASSA2002,

1990–2010 95Figure 5.3: HIV-prevalence rate of persons 15 years and older, by educational level and

race (percentage), South Africa 2002 97Figure 5.4: Percentage of girls and boys who have dropped out of school or never

enrolled, 2002 98

Chapter 6

Table 6.1: Formal and informal economy labour market trends (numbers employed),

2001–2003 115Table 6.2: Percentage of formal and informal workers, by race, 2001 and 2003 115Table 6.3: Percentage of workers in each race group, by sector, 2001 and 2003 116 Table 6.4: Percentage of workers, by gender, 2001 and 2003 116

Table 6.5: Number and percentage of informal workers, by economic sector, 2001 and

2003 116Table 6.6: Number and percentage of formal and informal workers, by occupation, 2001

and 2003 117Table 6.7: Percentage of occupations in the informal economy, by race, 2001 and 2003 118 Table 6.8: Percentage of occupations in the informal economy, by gender, 2001 and

2003 118 Table 6.9: Number and percentage of workers in the formal and informal economy, by

income category, 2001 and 2003 119Table 6.10: Percentage of formal and informal workers, by education level, 2001 and

2003 119Table 6.11: Percentage of informal workers, by income level and education level, 2001 and

2003 120Table 6.12: Occupations in the informal economy, by education level, 2001 and 2003 120Table 6.13: Ability to read and write in the formal and informal economy (percentage),

2001 and 2003 121Table 6.14: Percentage of workers who received training in the formal and informal

economy, 2003 121Table 6.15: Length of training received in the formal and informal economy (percentage),

2003 122

Table 7.4: HG mathematics Senior Certificate entries and passes, 1997–2004 144Table 7.5: Age distribution of researchers (percentage), 2001/02 145

Table 7.6: South African-authored journals captured by Thomson Corporation,

1993–2003 146Table 7.7: South African patents at the USPTO, 1993–2003 146Table 7.8: Manufactured export revenues ranked by 2002 rands, 1992 and 2002 147Table 7.9: GERD by socio-economic objective, 2003/04 148

Table 7.10: GERD by research field, 2003/04 149Table 7.11: R&D expenditure (R million) for biotechnology and associated fields, 2002

and 2004 150Table 7.12: Research collaboration: 2004/05 R&D Survey Business Sector questionnaire

(rands), 2001/02–2003/04 168Table 8.4: Key inequality measures in provincial POS budgets, 2001/02, 2002/03 and

2003/04 169Table 8.5: ECD budgets (R’000), by provincial education department, 2001/02–2004/05

169 Table 8.6: The percentage of ECD sites that fall below three national infrastructure index

poverty lines, by province, 2001 170

2001/02–2003/04 174Table 8.10: Public FET college budgets (R’000), by provincial education department,

2001/02–2004/05 175Table 8.11: Real average annual growth rates of the HET budget, national student

financial aid scheme, and total national budget (R’000), 2001/02–2004/05 78

Figure 8.1: The present transversal expenditure framework: real spending trends (2004

rands), 2001/02–2007/08 164Figure 8.2: Expenditure inequality in provincial education departments, 1995/96, 2000/01

and 2003/04 165Figure 8.3: The present education programme framework: real spending trends (2004

rands), 2001/02–2007/08 166Figure 8.4: Per capita spending on ECD by provincial education department in 2003/04,

using Census 2001 age-cohort data 171Figure 8.5: Real year-on-year growth of ABET budgets, 2001/02–2004/05 173Figure 8.6: Real year-on-year growth of public FET budgets by provincial education

department, 2001/02–2004/05 176Figure 8.7: Real expenditure per FTE student for public FET colleges, by provincial

education department, 2001/02–2002/03 177Figure 8.8: Real year-on-year change of HET, NSFAS and total national education budget,

province, 2000 192Table 9.5: Number of sites, by provincial attendance, 2000 193Table 9.6: Publicly supported Grade R sites at primary schools and at community-based

sites, by province, 2004/05 194Table 9.7: Type of site (number and percentage), by province, 2000 196Table 9.8: ‘Quality’ ratings of school-, community- and home-based ECD sites (number

and percentage), 2000 196Table 9.9: Learnerships funded by the ETDP SETA, 2003–2005 198

2001 210Table 10.4: Adults with no schooling, by gender, Census 1996 and 2001 210Table 10.5: Population aged 20 years and older with no schooling or less than Grade 7, by

province, 1996 and 2001 211Table 10.6: Number of Public Adult Learning Centres, by province, 1999–2001, 2003 214Table 10.7: Number of educators, by province, 1999–2003 215

Table 10.8: Number of adult learners (national) per ABET level, 1999–2001, 2003 216Table 10.9: ABET Level 4 examination results, by province, 2001–2003 217

Table 10.10: DoE expenditure on non-formal education (NFE), 1995/96–1998/99 219Table 10.11: Donor support for ABET projects and campaigns, 1996–2003 220Table 10.12: Private sector ABET providers registered with Umalusi, by province, 2004 221Table 10.13: Number of workers at NQF Level 1 reached through the NSDS, 2001–2004 222Table 10.14: ABET provision by SETAs, 2003/04 222

Table 10.15: Number of learners registered for IEB examinations, 1995–2003 223

Chapter 11

Table 11.1: Enrolment and growth rates in ordinary public and independent schools,

2000–2003 230Table 11.2: Enrolment and growth rate in ordinary public and independent schools, by

gender, 2000–2003 231Table 11.3: Enrolment and growth rates in ordinary public and independent schools, by

province, 2000 and 2003 232Table 11.4: GER (percentage) in ordinary public and independent schools, by province,

1997, 2001 and 2003 233Table 11.5: GER (percentage) in the public and independent school sectors, by gender

and school phase, 2001 and 2003 234Table 11.6: NER (percentage) in the public and independent school sectors, by phase and

province, 1997 and 2001 235Table 11.7: NER (percentage) in the public and independent school sectors, by phase and

gender, 2001 235Table 11.8: Percentage of children in the population enrolled in school and not in school,

gender, 2001 237Table 11.11: Grade progression in ordinary public and independent schools, 1992–2003

238Table 11.12: Enrolment and estimated number of years of effort required to attain Grades

7, 11 and 12, 1999 and 2003 239Table 11.13: Number of educators, growth rate and learner : educator ratios in ordinary

public and independent schools, by province, 2000 and 2003 239Table 11.14: Percentage of educators, by age, 1997 and 2002 241

Table 11.15: Percentage of educators, by qualification level and province, 1994, 2000 and

2002 242Table 11.16: LSM expenditure, 2000/01 and 2002/03 242Table 11.17: Percentage of schools with access to media centres (libraries) and computers

for teaching and learning, 1996 and 2000 243Table 11.18: Average score in the TIMSS 2003 Grade 8 mathematics and science

achievement test (ranked by mathematics results), 2003 244Table 11.19: Results of the TIMSS-R and TIMSS 2003 Grade 8 mathematics and science

achievement, by province, 1999 and 2003 245Table 11.20: Results of the TIMSS 2003 Grade 8 mathematics and science achievement, by

former racially based education departments, 2003 245Table 11.21: Mean reading and mathematics scores and sampling errors on all test items

tested for all participating countries in the SACMEQ II project, 2000–2002 246Table 11.22: Mean reading and mathematics scores and sampling errors on all test items

tested in the SACMEQ II project, by province, 2000–2002 246Table 11.23: Full-time candidates enrolled for and passing the SCE, 2001–2004 247Table 11.24: Number of SCE candidates in each province in 2004 and percentage change

over 2001 248Table 11.25: SCE provincial aggregate marks, 2001 and 2004 248Table 11.26: Number of SCE male and female candidates enrolled and passing, and as a

percentage of the total, 2001 and 2004 249Table 11.27: Number of SCE candidates writing and passing selected subjects in total and

on the higher grade, and the pass rate in these subjects, 2001 and 2004 250Figure 11.1: Percentage terminations, by cause, 1997 and 2003 241

Chapter 12

Table 12.1: Enrolment growth: FTEs and headcounts, 1998–2002 257Table 12.2: Changes in student demographic profile, 2000–2002 259Table 12.3: Enrolment, by vocational field, 2000–2002 261

Table 12.9: Proportion of established (funded) departmental posts per province,

2000–2002 267Table 12.10: Pass and throughput rates (percentages), 2000–2002 268Table 12.11: Dimension, outcomes and characteristics of the SESD approach to college

development 274Table 12.12: Changes in ratings across SESD Programme evaluation period (2002–2005)

for the seven dimensions of college development (scale of 0–10) 275

Figure 12.1: Changes in the proportion of provincial enrolments, 2000–2002 258Figure 12.2: Percentage distribution of colleges, by size, 2000 and 2002 259Figure 12.3: Age profile of FET college students, 1998–2002 260

Figure 12.4: Percentage change in enrolment, by vocational field, 2000–2002 262Figure 12.5: FET enrolment composition as a percentage of total college enrolment, by

programme level, 2000 and 2002 262Figure 12.6: Post-N3 composition as a percentage of total college enrolment, by

programme level, 2000 and 2002 263Figure 12.7: Female staff composition as a percentage of total staff complement, by

occupational level, 2000–2002 266Figure 12.8: Percentage increase in provincial FET budgets, 2001/02–2002/03 financial

years 269

Chapter 13

Table 13.1: Gross participation rates in public higher education, by population group,

2002 and 2004 283Table 13.2: Headcount enrolments, by race, 2002–2004 284Table 13.3: Headcount enrolments, by major field of study, against national targets,

2002–2004 285Table 13.4: Enrolments, by field of study and gender, for all higher education institutions,

2002–2004 286Table 13.5: Graduates/diplomates, by field of study, 2002–2004 287Table 13.6: Major fields of study and national targets, enrolments and

graduates/diplomates (percentage), 2002–2004 287Table 13.7: Graduations, by field of study, type of institution and gender, 2002–2004 288Table 13.8: Benchmarks for graduation rates (percentage), 2001 and 2004 288

Table 13.9: Graduation rates (percentage), by type of qualification, 2002–2004 289

2006–2007 293Table 13.12: Headcount enrolments of master’s and doctoral students, and annual

percentage increase at universities and technikons, 2000–2003 295Table 13.13: Headcount numbers and percentages of master’s and doctoral enrolments, by

major field of study, 2003 295

Figure 13.1: Typical average annual outflow and destination of students from Senior

Certificate examination system, 2002–2004 280Figure 13.2: Typical average annual flows into public higher education, 2002–2004 281Figure 13.3: Typical average annual outflows from public higher education, 2002–2004 282

Chapter 14

Table 14.1: Training success against selected NSDS objectives and indicators, March 2005

302Table 14.2: Equity performance of the NSDS against selected indicators (percentage),

March 2005 302Table 14.3: Expenditure on training, by enterprise size, 2003 303Table 14.4: Training rate (percentage of workers undergoing training), by SETA and

enterprise size, 2003 304Table 14.5: Ratio of training expenditure per trained employee to training expenditure

per employee, 2003 305Table 14.6: Training rate, by race and enterprise size (percentage), 2003 305Table 14.7: Training rate, by gender and enterprise size (percentage), 2003 306Table 14.8: Participation in the levy-grant scheme, by enterprise size (percentage), 2003 306 Table 14.9: Participation in the levy-grant scheme, by SETA (percentage), 2003 307Table 14.10: Enterprise reasons for not making grant claims (percentage), 2003 308Table 14.11: Demographics of learnership completers (percentage), 2004 309 Table 14.12: Sources of information on learnerships (percentage), 2004 309 Table 14.13: Employment status of 18.2 learners, by NQF level (percentage), 2004 310 Table 14.14: Impact of learnerships on the lives of those completing the programme,

2004 310 Table 14.15: Extent to which learner expectations were met by the learnership they

completed (percentage), 2004 311Table 14.16: Extent to which permanent employees participated in types of training in

VSMEs (percentage), 2003 312Table 14.17: VSME satisfaction with SETA services rendered during 2002/03 (percentage)

314

December 2004 329Table 15.6: Public service employment, by race and by gender across government spheres,

as at 31 December 2004 (percentage) 329 Table 15.7: Public service employment, by race, gender and government sphere, as at 31

December 2004 (percentage) 329 Table 15.8: Ranking of skills needs in the public service, 2003/04 331 Table 15.9: Training needs identified in the Department of Home Affairs, 2003 332 Table 15.10: Indicative training expenditure in national government departments for

1999/2000, 2002/03 and 2004/05 333 Table 15.11: Participation of personnel in national and provincial departments in short

courses, 2002–2003 335Table 15.12: Percentage of staff trained, by enterprise type, 2001/02 336 Table 15.13: Percentage of municipal staff trained, by enterprise type and Standard

Occupational Classification (SOC) Code, in 2001/02 336 Table 15.14: Bursary holders, by rank, 2002 337

Table 15.15: Learnerships registered with SAQA by government SETAs as at 8 April 2003 338 Figure 15.1: Distribution of skills within the public service, by race, 2004 330

SECTION THREE: HIGH SKILLS AND THE PROFESSIONS

Chapter 16

Table 16.1: Technological classification of manufacturing exports 348Table 16.2: Technological classification of high-technology manufacturing exports (SITC

3-digit, Revision 2) 348 Table 16.3: Twenty most dynamic products in world non-fuel exports, ranked by

composite index on predictability, volatility and growth, 1980–1998 350Table 16.4: Average annual real growth rate (percentage) of MVA and per capita MVA in

constant (1995) US$, 1993–2003 351 Table 16.5: Percentage share of manufacturing in the South African economy, 1995–2004

353

doctorate) graduate output, 1999 and 2003 360 Table 16.10: Absolute numbers of graduates in selected sub-categories and average annual

by highest qualification, 1991, 1996, 2001 376 Table 17.4: Racial profile of people who majored in accounting at South African

universities, 1991, 1996, 2001 379Table 17.5: Gender profile of people who majored in accounting at South African

universities, 1991, 1996, 2001 381

Figure 17.1: Real GDP growth in the finance, real estate and business services sector

compared to the total economy, 1995–2004 367Figure 17.2: Real GDP of finance and insurance, real estate and business services

sub-sectors and employment in financial intermediation and insurance,1995–2004 368

Figure 17.3: Employment of accountants and financial managers, 1983–2004 371 Figure 17.4: Growth in number of chartered accountants in South Africa, 1994–2004 378Figure 17.5: Racial profile of chartered accountants, 2004 380

Figure 17.6: Racial profile of SAICA trainees, 2004 380Figure 17.7: Immigration and emigration of accountants and related professionals,

1990–2004 382

Chapter 18

Table 18.1: Animal health professions, 2005 392Table 18.2: Government needs for animal health personnel, 2005 393Table 18.3: BVSc graduates (number), by race, 1994–2004 398Table 18.4: BVSc graduates, by gender, 1994–2004 399

Table 18.5: Number of veterinary graduates at technikons and universities, 1992–2001 400 Table 18.6: Veterinary graduates at universities and technikons (percentage), by race,

1992–2001 400

Table 18.8: Number of graduates in postgraduate veterinary fields of study at University

of Pretoria, by race and gender, 1999–2003 402Table 18.9: Graduate availability, by highest level of qualification, 1991–2001 403

Chapter 19

Table 19.1: Registered pharmacist assistants, by level of qualification, April 2005 416Table 19.2: New pharmacies and pharmacies that closed down, January 2004–April 2005

417Table 19.3: Total employment of pharmacists, 2005 417Table 19.4: Race and gender profile of registered pharmacists, April 2005 418Table 19.5: Pharmacists per 100 000 of the population, by province, 2005 420 Table 19.6: New demand for pharmacists due to population growth, at a 21:100 000 ratio,

2005–2015 421Table 19.7: Replacement demand for pharmacists, 2005–2015 422Table 19.8: Pharmacist graduates from South African universities (percentage), by race,

1992–2004 423Table 19.9: Pharmacist graduates from South African universities (percentage), by gender,

1992–2004 424Table 19.10: First-year pharmacy enrolments, 2003–2005 424Table 19.11: First-year pharmacy enrolments, by race, 2003–2005 425Table 19.12: First-year enrolment and first-degree output in pharmaceutical science,

1997–1998 425Table 19.13: Projected output of first-degree pharmacy graduates, 2006–2015 426Table 19.14: Comparison between the total number of positions that need to be filled and

the output of new graduates, 2005–2015 427

Figure 19.1: Race and age profile of registered pharmacists (percentage), April 2005 418Figure 19.2: Gender and age profile of registered pharmacists (percentage), April 2005 419Figure 19.3: Vacancy rate for pharmacists in the public health sector, December 2004 420Figure 19.4: First degrees awarded by South African universities in pharmaceutical science,

1992–2004 423

Chapter 20

Table 20.1: Employment status and labour market distribution of social workers,

2004–2005 437Table 20.2: Growth in total number of registered social workers, by gender, 1985–2005 437 Table 20.3: Race and age profile of social workers, 2005 438

Table 20.4: Registered social workers, and social workers involved in direct formal welfare

activities, per 100 000 of the population, by province, 2004 438Table 20.5: New demand for social workers due to population growth to retain a ratio of

employed in direct formal welfare, based on implementation of proposedprovincial norms 443

Table 20.9: Race and gender profile of social work graduates from South African

universities (percentage), 1992–2003 445 Table 20.10: Percentage breakdown, by race, for university enrolment for social work

undergraduate degrees, 2000–2003 445 Table 20.11: Percentage breakdown, by race and gender, for total university enrolment for

under- and postgraduate degrees in social work, 2000–2004 445 Table 20.12: Projections for output of social workers, 2006–2015 446

Table 20.13: Comparisons between numbers of positions that need to be filled to maintain

current ratios of social workers to population, and output of new graduates,2005–2015 447

Table 20.14: Comparisons between numbers of positions that need to be filled to reach

provincial norms and output of new graduates, 2005–2015 448

Figure 20.1: Vacancy rate for social workers in the public welfare sector, 2005 439Figure 20.2: Social work graduation trends, by level of qualification at South African

universities, 1992–2004 444

Chapter 21

Table 21.1: Distribution of engineers, technologists and technicians, by economic sector,

2000–2004 456Table 21.2: Employment of engineers, technologists and technicians as a percentage of

total employment, 2000–2004 457Table 21.3: Distribution of engineers, technologists and technicians, by public and private

sector, 2000 and 2004 457Table 21.4: Number of university engineering graduations, 1994, 2000–2004 463Table 21.5: Graduations at universities of technology, 1994, 2000–2004 468

Figure 21.1: Average ratios of engineers, technologists and technicians, 2000–2004 458 Figure 21.2: Race profiles of engineers, technologists and technicians, 2000 and 2004 459Figure 21.3: Gender profiles of engineers, technologists and technicians, 2000 and 2004

459Figure 21.4: Distribution of engineers and technologists, by race and age, 2004 460Figure 21.5: Distribution of technicians, by race and age, 2004 461

Figure 21.6: University engineering enrolments and graduations, 2000–2004 462Figure 21.7: University undergraduate engineers, by race, 2000–2004 466

race, 2000–2004 469Figure 21.11: Undergraduates, by gender, 2000–2004 470Figure 21.12: Postgraduates, by gender, 2000–2004 470Figure 21.13: University postgraduate qualifications, by race, 2000–2004 471Figure 21.14: University of technology postgraduate qualifications, by race, 2000–2004 472

SECTION FOUR: INTERMEDIATE SKILLS AND THE MIDDLE OCCUPATIONS

Chapter 22

Table 22.1: Total number of apprentices qualifying as artisans, 1970–2004 487Table 22.2: New apprenticeship contracts, 1991–1999, prior to the learnership era 488Table 22.3: Total number of apprenticeships (S13 and S28), 1 April 2001–31 March 2005

489Table 22.4: Total stock of apprentices (percentage), by race and gender, 2000–2005 489Table 22.5: Educational characteristics of the unemployed, 1995 and 2005 493

Table 22.6: Tertiary unemployment, by race and qualification type, 1995 and 2005 494Table 22.7: SETA performance (2004) against Growth and Development Summit learner

commitments (learners below the age of 35) 498

Figure 22.1: Three modes of education and training (ET) provision 483Figure 22.2: Segmented labour markets and fragmented modes of ET delivery 485Figure 22.3: Broad unemployment rates, by level of education, 1995 and 2005 494

Chapter 23

Table 23.1: Percentage GDP and employment of services sub-sectors, 2004 509Table 23.2: Employment according to SOC occupational categories across the services

sub-sectors, 2004 510Table 23.3: Employment numbers, by intermediate-level occupation categories, across the

services sub-sectors, 2004 512Table 23.4: Employment proportions, by intermediate-level occupation categories, across

the services sub-sectors, 2004 512Table 23.5: Average percentage growth of services sector employment for occupations, by

skills level, 2000–2004 513Table 23.6: Employment across the services sub-sectors, by race and occupational levels,

2004 514Table 23.7: Employment across the services sub-sectors, by gender and occupational

levels, 2004 518

sector sub-sector, 2004 521Table 23.10: Public FET college output, by vocational field, 2000 and 2002 522Table 23.11: Technikon graduate output by field of study, 2000–2003 523

Figure 23.1: GDP growth rates, 1996–2004 507Figure 23.2: Growth in formal employment, by sub-sector, 1996–2004 508

Chapter 24

Figure 24.1: Foreign tourist arrivals to South Africa, 1965–2003, and employment in

tourism, 1998–2004 529Figure 24.2: Educational profile and length of service of respondents to GCP Survey,

2004 532Figure 24.3: Choice of career and previous work experience of respondents in GCP Survey,

2004 533Figure 24.4: Reasons given by GCP Survey respondents for choosing employment in

tourism, 2004 534Figure 24.5: Demographics of hospitality staff, by hierarchy, GCP Survey 2004 536Figure 24.6: Race and gender profiles of hospitality staff, by area of work, GCP Survey

2004 536Figure 24.7: Hospitality salaries, by occupational rank, GCP Survey 2004 537Figure 24.8: Hospitality salaries offered, by location, GCP Survey 2004 537Figure 24.9: Structure and size of the South African tourism industry, 2004 541Figure 24.10: Education institutions offering tourism courses registered with THETA,

2002 545Figure 24.11: Tourism enrolment at HEIs, 1999–2004 546Figure 24.12: Company-based training institutions registered with THETA, by province,

2002 547

SECTION FIVE: ENTRY-LEVEL SKILLS

Chapter 25

Table 25.1: Employment and access to learnerships in the EPWP, 2004/05–2008/09 564

Figure 25.1: Planned EPWP employment by sector (percentages of total employment),

2004/05–2008/09 559Figure 25.2: EPWP organogram 560Figure 25.3: Employment and training in the HCBC programme 567

ARC Agricultural Research Council

ARV antiretroviral ASER age-specific enrolment ratio ASGISA Accelerated and Shared Growth Initiative for South Africa ASSA Actuarial Society of South Africa

BBBEE broad-based black economic empowerment BEE black economic empowerment

BERD business sector expenditure on R&D BMR Bureau for Market Research

BVSc Bachelor of Veterinary Science BVT Bachelor of Veterinary Technology CAHW community animal healthcare worker CBPWP Community-Based Public Works Programme CCF Colleges Collaboration Fund

CESM Classification of Educational Subject MatterCHE Council on Higher Education

ChemISSA Chemical Sector Information System for Southern AfricaCISGB Chemical Industries Standards Generating Body

CPD continuing professional development CPIX consumer price index

CSIR Council for Scientific and Industrial Research CTA Certificate in the Theory of Accounting DACST Department of Arts, Culture, Science and Technology DANIDA Danish International Development Agency

DCS Department of Correctional Services

DoT Department of TransportDPE Department of Public EnterprisesDPLG Department of Provincial and Local GovernmentDPSA Department of Public Service and Administration

DSD Department of Social Development DST Department of Science and Technology DTI Department of Trade and Industry DWAF Department of Water Affairs and ForestryEAR employment absorption rate

ECSA Engineering Council of South Africa EMIS Education Management Information System EPWP Expanded Public Works Programme

ET education and training ETQAs education and training quality assurance units FET further education and training

FETMIS Further Education and Training Management Information FSC Financial Services Charter

FTE full-time equivalentGDFI gross domestic fixed investment GDP gross domestic product

GDS Growth and Development SummitGEAR Growth, Employment and Redistribution strategyGER gross enrolment ratio

GERD Gross Expenditure on R&D GET general education and training GETC General Education and Training CertificateGHS General Household Survey

HET higher education and training

HRD human resources developmentHSRC Human Sciences Research Council ICT information and communications technologyIDC Industrial Development Corporation

IEAP Integrated Economic Action Plan IEB Independent Examinations BoardIES Income and Expenditure Surveys IMS Integrated Manufacturing Strategy IRBA Independent Regulatory Board for Auditors

ITB Industry Training Board JIPSA Joint Initiative on Priority Skills Acquisition LFS Labour Force Survey

LSMs learning support materials M&E Metals and EngineeringMDG Millennium Development GoalsMEDUNSA Medical University of South Africa MERS Microeconomic Reform Strategy MRC Medical Research Council MTBPS Medium Term Budget Policy Statement MTEF Medium Term Expenditure Framework MVA manufacturing value added

MYIP Multi-Year Implementation PlanNAAMSA National Association of Automobile Manufacturers of South Africa NACI National Advisory Council on Innovation

NACOSS National Coalition of Social Services NATED National Department of Education NBI National Business Initiative

NEF National Economic ForumNER net enrolment ratio NFE non-formal education

NSFAS National Student Financial Aid SchemeNSF: PALC Norms and Standards for Funding Public Adult Learning CentresNSI National System of Innovation

NSS National Skills Survey

PPP purchasing power parity PSC Public Service CommissionR&D research and development

RDP Reconstruction and Development ProgrammeS&T science and technology

SAACE South African Association of Consulting Engineers SABCOHA South African Business Coalition on HIV/AIDS SACMEQ Southern African Consortium for Monitoring Educational QualitySACSSP South African Council for Social Service Professionals

SADC Southern African Development Community SADSAWU South African Domestic Service and Allied Workers’ Union SAICA South African Institute of Chartered Accountants

SAICE South African Institution for Civil Engineering SAIPA South African Institute of Professional AccountantsSAIRR South African Institute of Race Relations

SANLI South African National Literacy Initiative SAPC South African Pharmacy Council

SAQA South African Qualifications Authority

SCE Senior Certificate examination SEE Survey of Employment and Earnings SET science, engineering and technologySETA Sector Education and Training Authority

AGRISETA Agriculture Sector Education and Training AuthorityBANKSETA Banking Sector Education and Training AuthorityCETA Construction Education and Training Authority CHIETA Chemical Industries Education and Training Authority CTFL SETA Clothing, Textiles, Footwear and Leather SETA

DIDTETA Diplomacy, Intelligence, Defence and Trade Sector Education

and Training AuthorityESETA Energy Sector Education and Training AuthorityETDP SETA Education, Training and Development Practices SETAFASSET SETA for Finance, Accounting, Management Consulting and

other Financial Services FIETA Forest Industries Sector Education and Training AuthorityFOODBEV SETA Food and Beverages Manufacturing Industry Sector

Education and Training AuthorityHWSETA Health and Welfare Sector Education and Training AuthorityINSETA Insurance Sector Education and Training Authority

ISETT SETA Information Systems, Electronics and Telecommunications

Technologies Sector Education and Training AuthorityLGWSETA Local Govenment, Water and Related Services Sector

Education and Training AuthorityMAPPP SETA Media, Advertising, Publishing, Printing and Packaging Sector

Education and Training AuthorityMERSETA Manufacturing, Engineering and Related Services Sector

Education and Training AuthorityMQA SETA Mining Qualifications Authority Sector Education and

Training AuthorityPAETA Primary Agriculture Education and Training AuthorityPOSLEC SETA Police, Private Security, Legal and Correctional Services Sector

Education and Training Authority

SETASA Secondary Agriculture Sector Education and Training

AuthorityTETA Transport Education and Training AuthorityTHETA Tourism, Hospitality and Sports Education and Training

Authority W&RSETA Wholesale and Retail Sector Education and Training Authority

SIC Standard Industry Classification SIDA Swedish International Development Cooperation AgencySITC Standard International Trade Classification

SMMEs small, medium and microenterprises SOC Standard Occupational Classification SOE State-owned enterprises

SSP Sector Skills PlanStats SA Statistics South Africa TIMSS Trends in International Mathematics and Science Study

UFH University of Fort Hare

Introduction