Acknowledgment

The sector skills plan 2013/14 update has been made successful by a variety of stakeholders who were committed to contributing to the collection of reliable data and insights. The research team wishes to acknowledge and thank SASSETA Board Members and Chamber Members for their time and immense contribution and participation in the sector skills plan update.

Most of all, we acknowledge and owe deepest gratitude to all SASSETA Stakeholders for their positive inputs and progressive contributions during the focus groups and for sharing with us their views and giving us the opportunity to observe and interact with them. Those inputs have assisted in the development of this document. We thank you all and value your continuous support for the skills development in our sector and for the country at large.

Research Team:Solly Ngoasheng (Mr) - Project SponsorVukani Memela (Mr) - Research Team LeaderWilson Sangweni (Mr) - Fieldwork Research Team LeaderMandla Mthembu (Mr) - Research Assistant Johanna Madisha (Ms) - Research Administrator

III

Sector Skills Plan 2013/14

Update

Sector skills plan (SSP) is a statutory function as stipulated in the Skills Development Act and Public Finance Management Act. It must be developed within the framework of National Skills Development Strategy III, New Growth Path, Industrial Policy Plan II, Human Resource Development Strategy and governments’ priorities.

It should be centred around employment creation and supporting economic sectors by significantly stepping up the production of relevant and scarce skills. The SSP should be updated annually to reflect new developments nationally and globally for the sector.

Conspicuously, the world is changing rapidly, and these changes are driven by internationalization, regionalization, intense price competition, regulation policies, labour issues, unemployment, e-commerce, economic turbulence, and heterogeneous consumer and product trends. Some of these changes have altered the way in which business operates and the types of jobs for which there is a demand.

The objective of this update is to ensure that the SASSETA has an SSP that reflects the national and global development in the safety and security landscape. The update is intended to capture and understand the trends in the safety and security sector, in all its ramifications in the recent past, at present and in the near future, viz a viz South Africa`s geo-political and socio-economic environment and implications for/impact on skills development within the sector. Furthermore the SSP guides and informs skills initiatives of the sector. It is therefore important that a thorough research process and extensive stakeholder consultation and engagement be done to ensure the implementation of the SSP achieves its intended objectives and outcomes.

To address priority skills needs, SASSSETA will enter into partnerships with Universities, Further Education and Training (FETs), employers, and other role players in the provision of skills in the sector. In some instances SASSETA will collaborate with other SETAs to implement cross-sectoral projects between the SETA fraternities where there is an overlap of skills needs.

Since the Department of Higher Education and Training will assess this sector skills plan based on the data sources, alignment with government-wide policy framework and imperatives and the extent to which the SSP is aligned to Strategic Plan of the SETA, SASSETA has considered all national policy drivers like the National Development Plan, National Skills Accord, Strategic Integrated Projects and New Growth Path and has aligned it with its strategic plan and projects to be implemented accordingly.

All projects which will be derived from this SSP will be implemented with a view to address triple challenges of unemployment, poverty and inequality. This will happens as SASSETA and her stakeholders work together to implement this SSP. The SSP covers and encompasses topics around sector profile and demographics, sectoral drivers of change, the supply and demand of skills, scarce and critical skills in the sector and strategy to address the identified scarce and critical skills in the sector.

Executive Summary

IV

This SSP for the Safety and Security sector is a culmination of multiple data sources and research methods:

• Extensive desktop research was conducted to source documents that detail the profile of the sector, the economics of the sector as well as the data relating to the broader economy.

• An analysis of the workplace skills plans (WSP) and annual training report (ATR) submissions was conducted to determine the level of skills need and supply amongst stakeholders submitting these documents periodically to the SASSETA.

• Interviews were conducted with stakeholders in the sector, focus groups were conducted across all sub-sectors and an SSP imbizo was conducted on 15 August 2013 which deliberated around issues relating to scarce and critical skills in the sector as well as general skills development.

The SASSETA’s approach to the development of the SSP includes being guided by the various government-wide policy frameworks and imperatives, and developing a coherent approach that is relevant to the sector. In this regard the SSP, through various mechanisms, endeavours to support or achieve the objectives of these various policies. There is a level of congruence among these policies of government as they all seek to achieve similar objectives and deal with the triple challenges of unemployment, poverty and inequality.

The SSP starts off with a chapter that profiles the Safety and Security sector. This is followed by an analysis of sector dynamics and economic performance. Afterward an analysis of demand and supply of skills in the sector is outlined. This is followed by a strategy of how SASSETA will address the skills development needs identified by the stakeholders. An outline of monitoring and evaluation framework sets out how the activities identified to develop skills will be monitored and evaluated.

The Safety and Security sector comprises seven sub-sectors. These are: Policing, Corrections, Justice, Defence, Intelligence Activities, Legal Services and Private Security and Investigation Activities. The SETA’s mandate has been expanded to include municipal policing and traffic departments. The SETA, in line with its constitution, constituted chambers that give direction to sub-sectors skills development activities. Five of the sub-sectors are in the public sector and comprises departments and agencies in the security cluster of government. Two sub-sectors in the private sector are legal services and the private security and investigation activities. The sector collectively employs almost 800,000 people, the bulk of which are in the private security and policing subsectors. This constitutes approximately 15% of the total workforce in South Africa.

The majority of people working in the sector fall under the occupational category service and sales workers. The sector has not achieved gender parity as only 34% of the workforce is women. The sector is also lagging behind in terms of meeting disability targets, as the sector employ less than 1% of people with disabilities.The sector is located in the centre of the criminal justice system and has to grapple with challenges such as increase in sophisticated crimes.

Technological advancements have exacerbated the increase in cyber crimes such as phishing and the sector increasingly has to build capacity around dealing with the new phenomenon crime. Equally, there is an increase in transnational crimes which includes money laundering human and drug trafficking. Given the fact that the criminal justice system works like a conveyor belt, factors that affect one sub-sector have implications for other sub-sectors. For example, investigation of transnational crimes often leads to arrests of foreign criminals by the South African Policy Service. This then triggers the NPA to prosecute, the Judiciary to allocate a magistrate/judge to the case and ultimately the Corrections department to incarcerate. A challenge of understanding foreign languages thus applies to most sub-sectors in various forms.

Executive Summary

v

Other dynamics of the sub-sector includes overcrowding in prisons, high labour turnover in the private security sub-sector and rhino poaching related crimes. The South African Police Service (SAPS) recently announced the opening of a Police University in the Western Cape in conjunction with UNISA. This will usher in a new era in police training at high level skills. This augurs well with NSDS III imperatives as well as the National Development Plan which puts education and training at the centre of service delivery and general improvement of livelihoods of our people. Furthermore the opening of new a university in Mpumalanga province will open up new opportunities in that region and SASSETA will explore avenues to support and partner accordingly to advance skills development in the sector.

The objective of this update is to ensure that the SASSETA has an SSP that reflects the national and global development in the safety and security landscape. The update is intended to capture and provide an understanding of the trends in the safety and security sector, in all its ramifications in the recent past, at present and in the near future, viz a viz South Africa`s geo-political and socio-economic environment and implications for impact on skills development within the sector.

The SSP has been developed as an overarching strategy for the sector. It informs the five year strategic plan of the Seta. The strategic goals and objectives outlined in this SSP flow into the strategic plan and therein the financial allocations are provided on how the Seta will be implementing the skills development interventions. An annual performance plan (APP) is also drawn as an annual business plan to implement the strategic plan. In an effort to address priority skills needs in the sector, SASSETA uses various instruments including learnerships, apprenticeships, internships, bursaries, skills programmes and recognition of prior learning processes. The SASSETA has entered into partnerships with a number of universities, Further Education and Training colleges (FETs) and other partners to promote skills development in the sector.

In this regard, SASSETA works closely with all its stakeholders and other role players in the provision of skills in the sector. SASSETA will collaborate with other SETAs to implement cross-sectoral projects between the SETA fraternities where there is an overlap of skills needs.

In implementing the SSP through various interventions, focus will be on triple challenges of unemployment, poverty and inequality.In addition the SETA shall endeavour to address the seven transformative pillars outlined in the NSDS III.

• Although there is a high representivity of Africans in the sector, skills development efforts of the SASSETA are aimed at up skilling those in the junior positions to attain senior and managerial roles

• Through partnerships with FET colleges and the Nelson Mandela Metropolitan University, the SASSETA will promote programmes aimed at advancing skills development in the rural areas in line with the Comprehensive Rural Development Strategy. The partnerships with FET colleges will initially focus on capacitating them to offer SASSETA qualifications.

• The SASSETA will promote and mainstream issues of disability and will continue to allocate funds towards the development of disabled people.

• Interventions of the SASSETA will be aimed at capacitating women in order to improve gender parity through skills development.

• Youth development remains a priority for the sector and more funds will continue to be targeted at learning and internship programmes for the youth, including unemployed graduates.

This will happen as SASSETA and its stakeholders work together to implement the priorities that have been identified in the SSP and strategy to address the identified scarce and critical skills in the sector.

Executive Summary

VI

VII

Acknowledgment iExecutive Summary iiAbbreviations and acronyms xii

Chapter 1: Sector Profile 1

1.1 Introduction 11.2 Rationale for the skills plan update 11.3 Background 11.4 Legislative mandate 31.5 Research Method 31.5.1 Source of Data 31.5.2 Method of Data Analysis 31.6 Sector Profile 41.6.1 Employment profile: Sector overview 111.6.2 Employment equity in the sector 121.6.3 Non-governmental organisations supporting the sector 131.6.4 The citizens and community policing 141.6.5 FET/HET relevant to SASSETA 141.7 Limitations of the research 151.8 Conclusion 15

Chapter 2: Change Drivers 16

2.1 Introduction 162.2 Global Economic Outlook as a Key Diver 162.3 Steady Foreign Direct Investment (IDF) into Africa 162.4 Domestic Economic Performance 172.5 New Technology and Social Media 172.6 Green Agenda Due to Climate Change 182.7 Technology 182.8 The Medium-term Strategic Framework (MTSF) – 2009 – 2014 182.9 Human Resource Development Strategy for South Africa (2009) 192.10 National Skills Development Strategy III 192.11 Green Paper on post-schooling in South Africa 202.12 The National Development Plan (NDP) 212.13 The New Growth Path (NGP) 222.14 The Industrial Policy Action Plan II (IPAP II) 222.15 The Skills Accord 222.16 Strategic Integrated Projects (SIPs) 232.17 National Rural Safety Strategy 232.18 Comprehensive Rural Development Plan (CRDP) 242.19 Social influence 242.20 Conclusion 24

Table of Content

VIII

Chapter 3: Supply and demand of the skills 27

3.1 Introduction 273.2 Limitations of the labour market analysis 273.3 Analysis of supply vs demand 273.4 Lack of skilled workforce and implications for sector development 283.5 Employees trained in the sector 283.6 Constraints to skills development 283.7 SASSETA initiatives and qualifications 313.8 Skills development in the public sector 323.9 Supply of new skills by training and development institutions 333.10 Conclusion 34

Chapter 4: Scarce and critical skills 36

4.1 Introduction 364.2 Corrections Fraternity - Chamber: Scarce and Critical Skills 364.3 Defence Fraternity - Chamber: Scarce and Critical Skills 384.4 Justice Fraternity - Chamber: Scarce and Critical Skills 414.5 Legal Fraternity - Chamber: Scarce and Critical Skills 424.6 Policing Fraternity - Chamber: Scarce and Critical Skills 444.7 Private Security Fraternity - Chamber: Scarce and Critical Skills 474.8 State Security Fraternity - Chamber: Scarce and Critical Skills 504.9 Organised Labour, CBOs and NGOs 514.10 Conclusion 52

Chapter 5: Sector strategy 53

5.1 Introduction 535.2 Vision, Mission and Values of SASSETA 535.3 Institutional strategic goals 545.4 Institutional strategic risk 545.5 SWOT analysis 555.6 Sector development strategy: strategic objectives and output 555.7 Conclusion 63

Reference 73

List of Tables

Table 1: SASSETA Scope of Coverage 5Table 2: Overview of employment in Safety and Security Sector 11Table 3: Safety and Security Sector Profile 12Table 4: Occupational profile of employees in the sector 13Table 5: Result of the National Certificate Examinations at FET Colleges 29 Table 6: Results of the National Certificate (Vocational) Examinations at FET colleges 29Table 7: Enrolment in the law qualifications at Universities 30Table 8: Graduates in law qualifications at all Universities 31Table 9: output of learning programme supported by SASSETA 2005-2010 31Table 10: Accreditation status of qualifications 33Table 11: SASSETA registered qualifications 34Table 12: Qualifications registered as SASSETA learnerships but quality assure by other SETAs 35

List of Figures

Figure 1: Overview of SASSETA sub-sectors -Chambers 4Figure 2: Overview of correctional Service Centres 6Figure 3: Law Societies 8Figure 4: High Courts by Province 9Figure 5: Magistrates Courts by Province 9Figure 6: Small Claim Courts by Provinces 9Figure 7: Geographic Overview and Spread Police Stations by Province 10Figure 8: Employment by Sub-Sector 12Figure 9: Members attending training during financial year 2011/12 32

IX

Table of Content

Abbreviations and acronyms

ABET Adult Basic Education and Training AET Adult Education and TrainingATR Annual Training ReportB-BBEE Broad-Based Black Economic EmpowermentBEE Black Economic Empowerment DHET Department of Higher Education and TrainingETQA Education and Training Quality AssuranceFDI Foreign Direct InvestmentFET Further Education and TrainingHEI Higher Education InstitutionHRDSA Human Resource Development Strategy for South AfricaMOU Memorandum of UnderstandingNGO Non Governmental OrganizationNGO Non-Governmental OrganisationNGP New Growth PathNQF National Qualifications FrameworkNSDS National Skills Development StrategyNSDS National Skills Development StrategyNVC National Certificate VocationalPFMA Public Finance Management Act PIVOTAL Professional, Vocational, Technical and Academic LearningRPL Recognition of Prior LearningSAQA South African Qualifications FrameworkSARS South African Revenue ServiceSDA Skills Development ActSETA Sector Education and Training AuthoritySETA Sector Education and Training AuthorityWSP Workplace Skills Plan

X

Chapter 1Sector Profile

1

Sector Profile

1.1 Introduction

The purpose of this chapter is to set the stage for the study. The Safety and Security Sector Education and Training Authority (SASSETA) is a public entity which was established to address skills development through provision of quality learning within the safety and security economic sector by implementing learnerships, disbursement of grants and monitoring of education and training. SASSETA’s aim is to increase the level of investment in education and training in the sector and to improve the return on that investment.

It has been widely agreed that South Africa requires renewed efforts to tackle the triple challenge: unemployment, poverty and inequality. The importance of skills development for social mobility and chances of a materially better and more fulfilling life was recognized as a core and sustainable solution to address the triple challenge the country faces.

According to the National Planning Commission, “Education, training and innovation are central to South Africa’s long-term development. They are core elements in eliminating poverty and reducing inequality, and the foundations of an equal society.”1

As guided by its mandate, the SASSETA is required to develop and implement the sector skills plan (SSP) within the framework of the National Skills Development Strategy (NSDS); to promote and facilitate the skills development in the safety and security sector. SASSETA has remained committed to the advancement of the eminence of education and training in the sector.

1.2 Rationale for the sector skills plan update

The world is changing rapidly, and these changes are driven by internationalization, regionalization, intense price competition, regulation policies, labour issues, unemployment, e-commerce, economic turbulence, and heterogeneous consumer and product trends. Some of these changes have altered the way in which business operates and the types of jobs for which there is a demand.

The objective of this update is to ensure that the SASSETA has the SSP that reflects the national and global development in the safety and security landscape. The update is intended to capture and understand the trends in the safety and security sector, in all its ramifications in the recent past, at present and in the near future, viz a viz South Africa`s geo-political and socio-economic environment and implications for/impact on skills development within the sector.

1.3 Background

There is a great deal of confusion about the nature of the safety and security sector, most of it unnecessary. This confusion is as a result of attempts to view the sector in isolation, in a normative context such as governance. There is an inevitable temptation to define the sector widely in order to accommodate the normative ambitions of as many different lobbies as possible. This process leads to the formulation of the following definition, which is taken from the recent report by the UN Secretary General:

1

1 National Planning Commission, 2011. National Development Plan: Vision for 2030.Chapter 9; Improving education, training and innovation. Republic of South Africa, pp261.

2

Sector Profile1

‘Security sector’ is a broad term often used to describe the structures, institutions and personnel responsible for the management, provision and oversight of security in the country. It is generally accepted that the security sector includes defence, law enforcement institutions, corrections, intelligence service, institutions responsible for border management, customs, and civil emergencies. The security sector also includes actors that play a role in managing and overseeing the design and implementation of security such as ministries, legislative bodies and civil society groups. Other non-state actors that could be considered as part of the security sector include customary or informal authorities and private security services.2

The stability that results from a well-functioning security sector is obviously not an end in itself. Its importance lies in the fact that it permits other development to take place, but it must be appreciated that whilst stability permits economic and political progress, it does not cause them. There are many factors that can determine political and economic life and so instability, which even a perfectly functional security sector may be unable to cope with.

For years, “development experts resisted the notion that security was essential precondition for economic growth and development, and took a dim view of the security sector as a whole.”3 Yet the historical records of state formation and economic development are unambiguous. States that have grown economically and matured politically have, without exception, done so when their governments have been able to provide security.

The Safety and Security Sector Education and Training Authority (SASSETA) is one of the twenty one statutory bodies that have been re-established by the Minister of Higher Education and Training in terms of the Skills Development Act of 1998 to enable its stakeholders to advance the national and global position of the safety and security sector.

The core and principal mandate of SETAs is to develop a credible and professional research sector skills plan (SSP). Furthermore, it gives effect to the Skills Development Act, 1998 (Act No. 97 of 1998) as amended by ensuring that the skills development interventions translate into real opportunities for all South African.

The core and principal mandate of SETAs is to develop a credible and professionally research sector skills plan (SSP). And, also to give effect to the Skills Development Act, 1998 (Act No. 97 of 1998) as amended by ensuring that the skills development interventions translate into real opportunities for all South African.

Understanding ‘Skill’ and its ‘deficiency’ – It would be pointless to rally on a debate about ‘skills shortage’ – and interventions thereof – if there is no lucid understanding of the dimensions this phenomenon takes in. In a nutshell, the general term ‘skill’ refers to the level of technical education and experience a worker is inclined to possess; the lack of which, dialectically, implies a shortage. However, ‘skills shortage’ – often interchanged with scarcity – is a vague concept that encapsulates many specific components. But at the heart of the matter is the idea that the demand for certain skills exceeds supply.

Scarce and critical skills – Ostensibly, skills deficit and its dimension continue to rattle the sector. A focused approach is recommended to address scarce & critical skills. ‘Scarce skills’, when framed by the Department of Labour (DoL) and the SETAs’, refers to occupations in which there is “a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available, or (b) because they are available but do not meet employment criteria. Scarcity of skills is primarily a result of either absolute or relative scarcities.

Absolute scarcity refers to the absence or shortage of suitably qualified individuals, for instance engineers in South Africa. Contrary, relative scarcity refers to a situation where suitably skilled people exist, but do not meet other employment criteria, like geographical location or economic equity.

‘Critical skills’ refer to specific technical knowledge and experience within an occupation. Critical skills can be specific key or generic and “top up” skills within an occupation. Nonetheless, skills shortage is not solely about scarce and critical skills and therefore the notions of ‘skills shortage’ should appreciate the concept encompasses everything from the most complex qualifications to the most basic. Furthermore ‘skills development’ is needed across occupation level and trade i.e. training different people at different stages of their trade cycle.

1

2 Security Peace and Development: the role of the United Nations in supporting security sector reforms. Report of the Secretary General, New York: United Nations, 2008 p21.3 Brozoska, M. 2003. Development donors and the concept of security sector reforms, Occasional Paper No.4, Geneva: Centre for the Democratic Control of Armed Forces.

3

In the hierarchy of things, job creation is a priority for the government but this will not happen overnight. Skills shortage is the main factor in the jobless crisis in South Africa. According to the Deloitte Human Capital, “More than half a million jobs in South Africa cannot be filled because the appropriate skills do not exist.” This shows that skills development is critical for the country to unlock the employment potential, yet skills deficits are becoming an obstacle in realising this potential.

The colossal roll out for skills development programmes in the country is required in order to equip young people with relevant skills. The SSP is a critical and strategic document that informs all our skills programmes and interventions with regard to scarce and critical skills being identified in the sector.

1.4 Legislative Mandate

• Skills Development Act No. 97, 1998: To ensure training delivery

• Skills Development Levies Act No. 9, 1999 and income tax Act No 58 1962: To finance training and make training affordable

• South African Qualification Authority (SAQA) Act No. 58 1995: To ensure quality in education and training

• National Skills Development Strategy (NSDS) III: Guiding framework for skills development.

• Employment Equity Act No 55, 1998 and Broad Based Black Economic Empowerment Act No 53, 2003: To ensure equitable training

• Basic Condition of Employment Act No. 75, 1997: To formalise and regulate training

• Labour Relations Act No. 66, 1995: to ensure a transparent training process

• Further Education and training No. 98, 199: To transform public and private training institution for high quality delivery.

1.5 Research Method

1.5.1 Sources of Data

Relevant data was sourced from relevant institutions and information extracted from relevant sources such as institutions’/departments’ annual reports and StatsSA. The specific types of information requiredfor this study was retrieved from the above institutions and was contained in sources such as:

• Websites

• Newsletters

• Official Reports

• Green and White papers

• Government Gazettes

• Commissioned Reports

• National policy/strategy documents.

•Occasional Papers

•Online resources

• Books

• Press Releases/Statements

• Newspaper article e.g.- Business Day.

1.5.2 Method of Data Analysis

The research team has adopted a triangulation method for the study.

• Qualitative Modelling Approach

- Focus group

- Narrative

• Content-analysis of primary and secondary documentary sources was adopted, with emphasis on those sourced from the above-identified institutions. Furthermore, and arguably, it is very important at this juncture to justify the choice of content analysis as method of analysis over and above conversational interviews/focus groups and administration of questionnaire within this context.

4

Sector Profile11

Bernard Berelson defined Content Analysis as “a research technique for the objective, systematic, and quantitative description of manifest content of communications” (Berelson, 1974). Content analysis is used to determine the presence of certain words, concepts, themes, phrases, characters, or sentences within texts or sets of texts and to quantify this presence in an objective manner.

Content analysis is considered a scientific methodology in the social and human sciences by which documents are studied, analysed and re-presented. Content Analysis is the art of making inferences by objectively and systematically identifying specified characteristics of messages/body of information.

Content analysis is summarising, quantitative analysis of information/ messages that relies on the scientific method (including attention to objectivity, intersubjectivity, a priori design, reliability, validity, generalisability, replicability, and hypothesis testing.

This method of analysis will be adopted in this study because of its utility. In summary the following are considered as major advantages of content analysis:

• It is an unobtrusive means of analysing interactions/interrelationships.

• It can allow for both quantitative and qualitative operations.

• It provides insight into complex models of human thought and language use.

• It can provide valuable historical/cultural insights over time through analysis of texts.

• It allows closeness to text which can alternate between specific categories and relationships and also statistically analyses the coded form of the text.

• It can be used to interpret texts for purposes such as the development of expert systems (since knowledge and rules can both be coded in terms of explicit statements about the relationships among concepts).

• If done well, it is considered as a relatively “exact” research method (based on hard facts, as opposed to Discourse Analysis).

However, there are disadvantages including evidence of bias in the analysis, and this can be addressed through triangulation of multiple data sources. Another disadvantage might be error analysis which can be countered through several iterations of analysis and analysis of the same data by several researchers to check for consistency of coding.

1.6 Sector Profile

South Africa was not immune to the debt crisis in the Eurozone and problems in the US: the global economic uncertainty has stifled South Africa’s economic recovery. South Africa’s unemployment rate is currently one of the highest in the world (i.e. 25.7%). It is not surprising therefore, that government is under increasing pressure to create employment opportunities. The skill deficit in various sectors remains a challenge. According to the World Bank Report, South Africa has considerable potential for growth. However, several factors are hampering investment, including energy supply and skills shortages. The latter, creates pressure on the skills development bodies such as SASSETA to accelerate delivery.

The core of the sector includes Policing, Correctional Services, Justice, Defence, Intelligence Activities, Legal Services and Private Security and Investigation Activities. The SETA’s mandate has been expanded to include municipal policing and traffic departments The long term vision of the sector is to have safer communities within the broader society, and the cyclical relationship depicted in Figure 1.

State Security Chamber

Corrections Chamber

DefenceChamber

Private SecurityChamber

JusticeChamber

PolicingChamber

LegalChamber

Figure 1: Overview of SASSETA Subsectors - Chambers

9110C*Justice

The Department of Justice and Constitutional Development (DoJCD)

National Prosecuting Authority (NPA)

Special Investigations Unit (SIU)

9110D* Defence

The Department of Defence (DOD)

South African National Defence Force (SANDF)

SA Navy

91104 Intelligence Activities The National Intelligence Agency (NIA)

91105 The South African Secret Service (SASS)

88110 Legal ServicesLegal and paralegal services

Sheriffs

88111 Legal Aid Services

88920 Private Security and Investigation Activities Private security, investigation, and polygraph services

5

5

The constituencies of the SETA have a common responsibility for the administration and execution of different aspects of the safety and security functions within the Republic. Their functions are defined discretely, but their effectiveness depends on a coordinated and cooperative approach to the administration of the security and criminal justice system. The stakeholders represented within SASSETA collectively have a responsibility to work together to ensure the safety and security of society within the borders of South Africa to meet the vision of the JCPS Cluster. The organisations in SASSETA’s scope of coverage include private and public enterprises that are grouped into 10 sub-sectors consistent with the Standard Industrial Classification (SIC) system used to classify industries.4

Table 1: SASSETA Scope of Coverage

SIC CODE5 Chamber Constituency

9110A*

Policing

The Independent Complaints Directorate (IPID) The Secretariat for Safety and Security Civilian Secretariat for PoliceThe South African Police Service (SAPS)

9130191302

Municipal and Metro Police Services Traffic Management / Law Enforcement

9110B* Corrections

The Department of Correctional Services (DCS) Private correctional services providers

Kutama Sinthumule Correctional Centre

Mangaung Correctional Centre

Judicial Inspectorate for Correctional Services Correctional Supervision and Parole Boards

4 SARS. 2012. SDL-GEN-01-G01 – Guide for Employers iro SDL – External5 The SIC codes marked with an (*) did not exist in the original classification. They were added for defining the sub-sector for the demarcation of SETA jurisdiction

Source: South African Revenue Service Seta Sector Codes

6

Sector Profile1

For governance purposes, SASSETA has constituted seven Chambers representing the sub-sectors. The Chambers ensure that the needs of their respective sub–sectors are collectively addressed and contribute to the achievement of the SASSETA SSP objectives. They meet quarterly to discuss issues of importance and to plan activities that will benefit the sub-sector. Each chamber is comprised of equal numbers of employer and labour representatives, and SASSETA personnel.

Corrections Chamber - whose stakeholders include the Department of Correctional Services, private prisons, private and public detention centres Police and Civil Rights Union (POPCRU) and Public Servants Association of South Africa (PSA). South Africa has the world’s seventh highest number of people in incarceration - outranking countries with up to nearly five times South Africa’s population. The country’s biggest prison population is at Johannesburg Medium A, which is meant to house some 2,630 offenders but has 6,973 unsentenced prisoners. The Department of Correctional Services (DCS) is responsible for managing persons awaiting trial, convicted offenders, and persons under correctional supervision (also known as parole) and probation.

Correctional Services Centres

• There are currently 243 correctional services centres in South Africa.

• 2 out of the 243 correctional services centres are private prisons:

Mangaung Maximum Security Private Prison.

Kutama Sinthumule Maximum Security Prison.

• According to the Privatisation of Prisons and Prison Services in South Africa Research Report (2005), the Institute of Security Studies (2001) and the Trade Union Research Project (2000) provide economics as the primary reason why a state may choose to privatise prisons6:

- Businesses are able to run prisons cheaper than the government.

- The private sector and its resulting competition would introduce a level of responsiveness and cost-efficiency into government service delivery.

- There is greater accountability as true costs are highly visible and can be analysed.

- Private companies can construct prisons quicker and cheaper than government with better design for efficient operation.

- The private companies bring new skills and expertise into the sector.

- Private prisons have better performance indicators and measures.

- Private prisons encourage competition, therefore raising the standards of the state correctional centres.

• The Trade Union Research Project (2000) also provides key arguments against privatisation:

• Private prisons are only more cost efficient than government during the construction but not necessarily during operation.

• The state is the only institution that should be allowed to use force legitimately.

• Privatisation presumably leads to the human rights violations of prisoners. For example, the use of forced prison labour which leads to income and profit generation.

• There is no evidence to support that private prisons have better rehabilitation rates.

FemaleMalePrivateYouthMixed

Figure 2: Total Correctional Centres 2012

6 Ntsobi, M. Privatisation Of Prisons And Prison Services In South Africa, 2005, Pp. 26-3

7

Type of Correctional Centre Eastern CapeFree State & Northern Cape

Gauteng Kwa-Zulu NatalMpumalanga, Limpopo & North West

Western Cape

Community Corrections Office 29 34 14 30 50 26

Correctional Care 33 39 10 26 28 22

Female Correctional Centre 0 0 2 1 1 2

Juvenile Correctional Centre 0 2 3 2 1 2

Medium Correctional Centre 1 2 1 1 0 4

Medium A Correctional Centre 2 2 3 3 4 5

Medium B Correctional Centre 2 2 2 4 4 3

Medium C Correctional Centre 1 1 2 1 0 1

Maximum Correctional Centre 2 2 3 1 1 4

7

Defence Chamber - representing the Department of Defence and military veterans, and South African National Defence Union (SANDU) and South African Security Forces Union (SASFU). The Defence sub-sector is composed of the Department of Defence and Military and as of 31 March 2009, had a staff complement of 74 596. The Department of Defence (DoD) comprises of a civilian Defence Secretariat and the SA National Defence Force (SANDF).

The Defence Secretariat includes divisions that administer defence policy and planning, financial management, defence material and the defence enterprise management information system. The SANDF comprises of the Army, the Air force, the Navy, the Military Health Service, Joint Operations and Corporate Staff divisions. In addition, the Defence Force has a number of support divisions that govern human resources, legal services, logistics and other related support occupations.

There are 74 596 members of the defence force in the country. According to the Defence Review Report the defence is intending to reduce its members to 70 000. The Defence has four arms of service as depicted below:

Source: Department of Correctional Services (September 2012).

Legal Chamber - representing attorneys, paralegals, Sheriffs, Legal Aid SA. The constituent organisations that compose this sub-sector are predominantly private enterprises that are closely associated to the justice sub-sector, the Legal Aid South Africa and the Sheriffs. The legal practice industry consists of independent private practices or legal firms that use the services of advocates, attorneys and paralegal practitioners but excludes legal professionals employed in corporate services. The sub-sector provides an array of legal services to its clientele. While legal firms may offer a wide range of legal services while many lawyers specialise in a specific area where the selection of services includes the following:

• Litigation – the representation of a client’s interests during dispute resolution proceedings,

• Defence – the representation of a client during a criminal trial and anything in connection therewith,

• Alternative dispute resolution – the resolution of disputes through means other than having a matter adjudicated by a Court, including mediation and arbitration,

• Provision of general legal advice – this is often done by law clinics and paralegal practitioners,

• Other areas of specialization include the drafting and management of contracts, the Administration of trusts and estates, Conveyance, Personal injury and Road Accident Fund claims, Patent and trade mark law, and Labour relations. All legal firms are constituent members of law society.

Correctional centres by type

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Law Societies are clustered into four regions. The graph below depicts spreads and distribution of law societies in South Africa.

Justice Chamber - the sub-sector is constituted by the Ministry of Justice and Constitutional Development, as a single department with a constitutional mandate to uphold and protect the Constitution and the rule of law in the interest of a safer and more secure South Africa. The Department of Justice and Constitutional Development has six programmes, namely: Administration, Court Services, State Legal Services, Auxiliary and Associated Services, Magistrates and Judges.

There are 780 Courts in South Africa. The table below depicts distribution of High and Magistrates courts by province. Eastern Cape has the highest number of courts in South Africa. The Justice Chamber is composed of the Department of Justice and Constitutional Development, National Prosecuting Authority (NPA), National Education Health and Allied Workers Union (NEHAWU), South African State and Allied Workers Union (SASAWU), National Union of Public Service and Allied Workers (NUPSAW), Public Service Association (PSA), registrars/masters and public defenders.

Constitutional Court of South Africa- Johannesburg

Supreme High Court of Appeal - Bloemfontein

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Figure 6: Magistrates Courts by Province

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Divorce Courts

There a total of 3 divorce courts in South Africa.

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Other Courts in South Africa

• Child Justice Courts

• Children’s Courts

• Community Courts

• Courts for Chiefs and Headmen

• Equality Courts

• Maintenance Courts

• Sexual Offences Courts

Policing Chamber- this sub-sector constitute the South Africa Police Services (SAPS), POPCRU, South African Police Union (SAPU), Road Traffic Management Corporation (RTMC) and Independent Police Investigative Directorate.

• The Eastern Cape currently has the highest number of police stations in South Africa.

• KwaZulu Natal has the second highest number of police stations, the province also has the second highest number of police officials to population ratio of 1 police official for every 416 civilians.

• Limpopo only has 89 police stations. It also has the highest police official to civilian ratio of 1 police official for every 464 civilians. This is a improvement of 38% since 2002.

• Mpumalanga province has also had a 38% improvement in police official to civilian ration from 2002 to 2012.

Figure 7: Geographic overview and spread of Police Stations in SA

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Private Security Chamber- the private sector industry is involved in private policing activities and this includes a range of activities icluding: provision of daily security and security related activities such as guarding, armed response, private investigation, risk/security consultancy, manufacture and distribution of security equipment and so forth. Due to the nature of the services performed by the Private Security industry, this sub-sector is closely affiliated to the Policing and Correctional Services sub-sectors.

The industry provides a broad range of services to its clients including state institutions, which are increasingly made of private providers of security services. There are approximately 1.6 million private security guards who are either unemployed or inactive. This raises a number of questions whether or not the industry should continue training new entrants into the oversaturated market. The research revealed that the sector needs to concentrate on comprehensive professionalisation of the industry rather than training new entrants into the market. Professionalization of the security industry is also a concern of the Minister of Police. The SETA should therefore concentrate on professionalization of this sector by addressing all areas around registrations, accreditation, collaborating with PSIRA and other relevant stakeholders. The biggest security companies in South Africa.

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State Security Chamber – comprised of organised employer and Staff Council. The sector is located within the broader context of developments in the country. The sector stakeholders emphasise the importance of not viewing crime management and combating in isolation from other social developments. For example, development policy and planning must take into account the implications of crime from the earliest stages. Many communities, both formal and informal, are being established with no provision for security services.

Police stations are not integrated in the planning of the community, and only come about once problems arise within the new community. Equally, education and other policies must integrate social responsibility, so that crime is viewed as the scourge it is on society by the youngest members of society, and so that they realise their potential as part of a crime combating collective.

1.6.1 Employment profile: Sector overview

Based on data from sub-sector analysis, the safety and security sector has two key types of employers, government departments and the private sector.7 The private sector provides more varied types of employers and in March 2012 had 37 795 employers within the Private Security sector , comprised of various safety and security businesses; and 11,113 legal firms.8 While government is a prominent and large employer in the criminal justice system, there are also many employers offering legal services in the private sector, including large, medium sized and small law firms.

Data on employment in the private criminal justice system is not easily available – only the employers who are registered with SASSETA have data on employment that can be accessed, so the data presented in this sector profile is partial employment data. The review of sub-sector data that is available shows that in March 2013, there were at least 790.518 employees in the safety and security sector as reflected in Table 2.

Organization/sub-sector Number of employees

DCS 41129

JICS 79

Defence 78725

Private Security 427174

NPA 4972

DoJ & CD 19416

Legal Aid 1923

Sheriffs 297

Deputy Sheriffs 786

Acting and ad hoc sheriffs 362

SAPS 197946

IPID 304

Civilian Secretariat 53

RTMC traffic officers 280

Metro traffic officers 8565

Municipal traffic officers 2722

Provincial traffic officers 5553

PSIRA 232

Total 790518

Table 2: Overview of employment in safety and security sector

7 PSIRA 2011/2012 Annual report 8 SASSETA. 2012. Sector profile: A landscape of the safety and security sector – PowerPoint presentation

Unsurprisingly, the Private Security sub-sector employs the most employees compared to the public sector which employs only about 346 179 employees based on sub-sectors where data is available.

Source – compiled from annual reports 2012/2013.

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Figure 8: Employment by sub-sector

Source – compiled from annual reports 2012/2013 and WSP analysis

The number of employees in the private security sub-sector can be attributed to the fact that the total sum of employees is based on employment by over 34 000 employers, as opposed to the government departments and public entities whose data is available.

1.6.2 Employment equity in the sector

Considering public sector employees and PSIRA management, where equity data is available, collectively, the sector has not yet achieved gender parity - women constitute only 34% of the work force in the reviewed sub-sectors. However, some institutions e.g. DoJ & CD, IPID, Civilian Secretariat for Police and PSIRA have exceeded gender parity as female employees in these organisations surpass males. Table 3 depicts employment equity data.

Departments Female Male African Coloured Indian WhiteEmployees with disabilities

SAPS 67 216 132 129 149 174 21 228 5 293 23 650 1 470

NPA 2 480 2 532 3 166 500 273 1 073 6

DoJ & CD 11 584 8 142 14 142 1 894 814 2 876 0

Legal Aid 1 590 1 966 1 245 257 124 309 29

DCS 12 295 28 834 29 217 5 784 682 5 446 218

IPID 142 137 243 16 6 14 4

Defence 21 822 56 922 56 185 10 138 904 11 517 464

JICS 29 31 47 11 1 1 -

Civilian Secretariat for Police 31 11 44 2 3 4 0

PSIRA 1369 96 180 14 7 30 0

Total 117 325 230 800 253 643 39 844 8 107 44 920 2 19114

Table 3: Safety and security sector profile

9 Figures based on permanent as well as temporary staff.

Table 3 shows that Africans constitute the most dominant group, with 73% of the work force, and Indians form the smallest group with only 2.33% of the work force. The sector has a long way in meeting targets for employing people with disabilities – only 0.63% of the sector employees have disabilities.

Occupation category 2011 % 2012 % 2013 %

Clerical Support Workers 17629 5% 13649 4% 10551 6%

Elementary Occupations 11426 3% 5189 2% 1385 1%

Managers 17411 5% 12422 4% 8631 5%

Plant and Machine Operators and Assemblers 1639 0% 1018 0% 498 0%

Professionals 13574 4% 10704 3% 3568 2%

Service and Sales Workers 242647 71% 251088 79% 131435 74%

Skilled Agricultural and Related Trades Workers 3730 1% 2424 1% 10543 6%

Technicians and Associate Professionals 34076 10% 20797 7% 10164 6%

Grand Total 342132 100% 317291 100% 176775 100%

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Table 4: Occupational profile of employees in the sector

Source – 2011, 2012 and 2013 WSP analysis

As can be observed from the table above, over 70% of workers in the sector are service workers. All other occupational groups have very low represention. This discussion of the overview of employment and demographics in the sector provides a useful backdrop for discussing the employment and demographics per sub-sector.

1.6.3 Non-governmental organisations supporting the sector

Several non-governmental organisations (NGOs) support the safety and security sector by engaging in community education programmes, supporting victims of crime, and facilitating the rehabilitation of offenders and their reintegration into the community. A few of the key NGOs are:

• The National Institute for Crime Prevention and Rehabilitation of Offenders (NICRO), which has offices in all nine provinces, with 50 accessible service points throughout South Africa. NICRO’s Head Office is in Cape Town. NICRO supports the criminal justice system through several projects:

Diversion, where offenders are diverted away from the courts so as not to receive a criminal record;

Non-Custodial Sentencing, where the offender serves his/her sentence in the community and not in prison. Offenders in this category are low risk and will have committed theft, attempted theft, assault with the intent to commit grievous bodily harm, common assault, housebreaking, attempted housebreaking and driving under the influence;

Offender Reintegration is prison-based support to enhance an offender’s chance of successfully reintegrating back into society.

Based on WSP submissions between 2011 and 2011 the following table outlines the occupational breakdown of employees amongst those employers submitting. It must be noted that the bulk of the WSPs in this regard are for the private security sub-sector.

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NICRO also has school and community based education programmes.

• Khulisa Social Solutions has a business Unit focusing on Crime Prevention, Access to Justice and Peace-Making. This Unit applies a holistic approach to victim empowerment, crime prevention and access to justice. Khulisa works in schools and prisons in the implementation of their projects.

• Rape Crisis Cape Town deals with sexual violence and trauma, offering counselling, court preparation, public education, awareness raising, training of Criminal Justice System and Department of Health personnel, lobbying for changes in policy and legislation, monitoring of implementation of such changes and networking with other organisations and institutions in the field.

• Corruption Watch conducts research on corruption in the criminal justice system.

• Business Against Crime was established by organised business in 1996 in response to a request from then President Nelson Mandela who invited business to join hands with Government in the fight against crime. It is a special purpose vehicle, with the sole mandate to engage and give support to Government on crime-related matters.

These NGOs and others working in the crime prevention and justice sector have developed programmes that they can share with Departments working in the sector for use in educational programmes.

SASSETA can also make use of these NGOs as providers to offer specific training programmes for the sector. The capacity of NGOs is a key aspect in developing the sector as most of the NGOs work at grassroots level and is within reach of the safety and security challenges that confront communities.

It is useful for SASSETA to conduct a thorough audit of these NGOs so that they are identified and they can receive whatever capacity support they can to ensure their sustainability. The NGOs are also important to engage in debates on development of the sector as they have informed knowledge of community safety and security challenges.

1.6.4 The citizens and community policing

Citizens form important stakeholders in the safety and security sector. There are various community policing forums that exist throughout South Africa in partnership with the SAPS. The SAPS provides training to enable them to operate effectively within the confines of the law.

Investigations and intelligence work is highly likely to be successful if supported by members of the community who can work and support the safety and security sector in curbing crime within communities. Citizens need to be empowered on the criminal justice system and how it works and most citizens can be reached through NGOs that work in their communities.

NGOs can be utilised to filter ‘good’ news about the sector to restore public confidence that will help in cementing collaboration between the community and the police and justice systems. Currently, community members hear too many

negative stories about the sector and this leads to lack of trust towards authorities which may negatively impact on the key role that communities can play in combating crime.

1.6.5 FET/HET relevant to SASSETA

This section presents a brief and illustrative description of study options for a career in the safety and security sector. A more thorough audit of study options is beyond the scope of this sector profile. There are multiple options for people interested in training and studying for a career in safety and security in South Africa. Various programmes at diploma, bachelor degree, and post-graduate levels are offered by Further Education and Training (FET) colleges and institutions of higher learning in security, policing, law and defence.

PSIRA is responsible for the quality assurance of training within the Private Security Industry in terms of the Training of Security Officers Regulations, 1992. PSIRA has accredited training centres in all provinces to present the safety and security curriculum as reflected in the regulations.10

The Department of Higher Education and Training gave a directive that SASSETA must be a lead SETA in opening of offices in KwaZulu-Natal at EThekwini, Amajuba and ELangeni FET colleges. The EThekwini office is due to be opened in October 2013. It is expected that these FET colleges would have SASSETA related programmes and they are going to be capacitated accordingly.

10 PSIRA Annual Report 2011/2012

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1.7 Limitations of the research

Learning of research is one of the most important tasks. It is also one of the most challenging tasks. One student, who was battling with research writes:

Dear Professor Epstein:

“I am terribly sorry that I am so late in submitting this corrected paper. I hope it will now meet with your approval. I may be totally wrong but it seems to me that my project somehow doesn’t lend itself to a really formal data gathering process as it concerns such a nebulous and subjective thing as behavior.” (Epstein 1987, 88)

• Absence of proper and common understanding of scarce and critical skills definition.

• Time constraints for data collections and stakeholder engagement.

1.8 Conclusion

In spite of the statistical mixed numbers for the wholesale and retail sector, it is going to be a challenging year once again. The outlook for domestic economic growth remains subdued. This is indeed going to be a very challenging year, a year of great uncertainty. Nevertheless “it is a time that needs thoughtful answers, collective action, courage and integrity. It is a time that questions what we know, what we thought we knew, and the

paradigm of our thinking.”11

Good planning not only relies on corporate goals, but it also means spotting and nurturing the people with the potential to excel in their assigned roles. We cannot continue doing the same thing and expect different outcomes. It is high time for government, businesses, trade unions and all social players invest differently in skills development and transformation to reduce the unemployment rate especially amongst youth.

11 Marcus, G. 2012. South African Reserve Bank: Volatile economic and financial market environment.http://www.resbank.co.za/Publications/Detail-Item-View/Pages/Publications.aspx?

Chapter 2Change Drivers

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2.1 Introduction

To begin with, there are several philosophical thoughts and ideas that should be connected with our discussion on change, because according to JF Kennedy, change is the law of life, and those who look only to the past or present are certain to miss the future. Indeed, Charles Darwin had earlier stated that, it is neither the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. Again to James Baldwin, not everything that is faced can be changed, but nothing can be changed until it is faced, and progress is impossible without change, and those who cannot change their minds cannot change anything in the words of George Bernard Shaw.

Again, change drivers are normally classified as industry-specific, but, policy imperatives are normally non-industry-specific, since all sectors are implied. The drivers of change that will be discussed, whether industry- or non-industry specific, do have an impact on the safety and security industry and such impacts will be clearly indicated and contextualized in terms of the bigger picture.

2.2 Global Economic Outlook as a Key Diver

The global economic crisis of 2008 and 2009 took its toll on the South African economy. The value of the South African rand fell by 16.6% in the first quarter of 2008 alone and by 27.6 % in the year as a whole. Meanwhile, inflation rose to 11.6% on an annual basis in 2008. In a microeconomic context, South African households left the effects of higher inflation, rising electricity tariffs and especially surprising in a country accustomed to an abundance of electricity-power rationing.

Unplanned emergency maintenance to the power infrastructure in January 2008, coupled with a decline in stocks of coal, led to power cuts that were extensive enough to disrupt both production and exports, especially of mine products. This reduction in mineral exports widened both the trade and current account deficits, and this worsening of the current account deficit caused the depreciation of the rand.

In the addition, the power rationing caused many manufacturers to curtail their output, and this too had an adverse effect on the trade and current account balances. However, there was a significant economic recovery in 2010, which continued in 2011. Real gross domestic products (GDP) were 2.8 in 2010, with projections of 3.4% in 2011, 4.4% in 2013. The recovery was bolstered by strong international prices for South Africa’s export commodities, by lower global interest rates and by faster world-wide growth. Also, after five consecutive quarters of decline, gross fixed capital formation (GFCF) exhibited positive growth in both the second and the third quarters of 2010, with growth projected at 3.9% in 2011 and 6.8% in 2013.

The main challenge confronting the South African economy is the high rate of unemployment, which was recorded at 21.9% of the labour force in 2008 and 24.9% in 2009 alone. The unemployment rate was not expected to return to 2008 levels before 2015. South Africa’s employment rate is the lowest in the G20 group of leading industrial nations and is almost 20 percentage points below the G20 median. A reduction in the level of unemployment could be one of the best ways of countering the country’s high crime rate.

Both the Government and the private sector have introduced job creation schemes and initiatives such as Black Economic Empowerment, as well as various training and skills programmes. At the end of any training course, however, a worker would still need to find employment, and high chances would be limited if growth remained moderate.

2.3 Steady Foreign Direct Investment (IDF) into Africa

FDI inflows to Africa as a whole declined for the third successive year, to $42.7 billion. However, the decline in FDI inflows to the continent in 2011 was caused largely by the fall in North Africa; in particular, inflows to Egypt and Libya, which had been major recipients of FDI, came to a halt owing to their protracted political instability. In contrast, inflows to sub-Saharan Africa recovered from $29 billion in 2010 to $37 billion in 2011, a level comparable with the peak in 2008. A rebound of FDI to South Africa accentuated the recovery.

The continuing rise in commodity prices and a relatively positive economic outlook for sub-Saharan Africa are among the factors contributing to the turnaround. In addition to traditional patterns of FDI to the extractive industries, the emergence of a middle class is fostering the growth of FDI in services such as banking, retail and telecommunications, as witnessed by an increase in the share of services FDI in 2011.

But looking at the same report from another perspective, South Africa reportedly led the sub-region as foreign direct investment (FDI) inflows into sub-Saharan Africa jumped by 25% in 2011, according to the 2012 World Investment Report by the UN Conference on Trade and Development (UNCTAD). The report, shows that FDI inflows to sub-Saharan Africa soared from US$29.5-billion in 2010 to $36.9-billion in 2011, a level comparable to the peak of $37.3-billion achieved in 2008, prior to the onset of the global financial crisis. FDI to South Africa rebounded from $1.23-billion in 2010 to $5.81-billion, making South Africa the second-biggest FDI destination on the continent in 2011 after Nigeria, which received $8.92-billion in FDI.

Overall, and against the background of positive investors` perception, the continent’s FDI prospects for 2012 -2013 were promising, Unctad said, “as strong economic growth, ongoing

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economic reforms and high commodity prices have improved investor perceptions of the continent.” UNCTAD’s figures show that South Africa’s FDI inflows for 2011 accounted for 13.6% of Africa’s total, while amounting to 31.8% of the country’s gross domestic product (GDP) in 2011 - up from 9.9% in 1995.

Jorge Maia, research head at South Africa’s Industrial Development Corporation, who presented UNCTAD’s report locally, said the country’s investment policy regime was quite liberal compared to other countries…“South Africa is not only rich in natural resources, it also has very good infrastructure relative to its peers and very good technical skills”.

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2.4 Domestic Economic Performance

In the early 2011, the South African Reserve Bank downwardly revised its growth forecasts to 2.8% for 2012, (down from 3% previously) - while the growth expectations for 2013 fell to 3.8% (down from 4.2% previously). This goes to show that the economic prospects for South Africa may be not as strong as the pre-recession prospects and unemployment will continue to be high.

Growth in the South African economy has been sluggish in the previous year (2011) with GDP coming out at a disappointing 1.4% in the third quarter of 2011 on a seasonally adjusted and annualised basis. Most analysts in the country have downwardly revised their GDP forecasts i.e. “The December Reuters Econometer showed analysts had cut their gross domestic product (GDP) forecasts, with the economy expected to grow by a median 2.8% in 2012, compared with 3.0% in the previous poll”(source fin24).

BUSA, not being oblivious to the global and domestic trajectory, has also downgraded its GDP forecasts. We now expect the domestic economy to grow by 2.7% in 2012 (down from 3%) and 3.3% (down from 3.8%). One of the main drivers for this gloomy outlook is the dampening of global growth/demand (from SA’s ke y trading partners) in particular the Eurozone, which accounts for about a third of our trade and is a major partner in trade agreements. In line with the subdued global and domestic economic sentiment, investor confidence remained timid during the first and the second quarter of 2013.

2.5 New Technology and Social Media

Social Media has become part of many South African’s daily lives. There are more than 300 million users on the micro-blogging service Twitter and more than 800 million users on Facebook globally. Pinterest (a pinboard-style social photo sharing website) has also been making waves and now has more than 11 million

users. South Africa doesn’t have a huge amount of Internet users, but it’s growing daily. We do however have a huge amount of Mobile Phone users.

One can’t ignore the Mobile Phone space in the Digital Marketplace. Social networks are merging into the real-time world-coming to a mobile phone, Facebook can give brands information that advertising agencies can only dream about. Through Facebook you can know where people live, who their friends are, what their interests are, where they go on holiday and which groups they belong to. From gathering this very transparent information, brands can target customers in a way that the world has never seen before (Gartner, 2010).

According to cited sources, South Africa does not have a huge amount of Internet users, but it’s growing daily, and South Africans do have a huge amount of Mobile Phone users. Chatterbox Digital recently posted a video highlight Social Media Statistics in South Africa. Many facts are brought to light in the clip, but the following facts are quite significant:

• 91% of South African internet users have a Facebook account.

• South African Twitter Users send 470,000 Tweets per month.

• There are over 460,000 registered South African Google+ users.

• 29% of South African internet users have a Linkedin Account.

• 91% of South African internet users have a Facebook account.

• South African Twitter Users send 470,000 Tweets per month.

• There are over 460,000 registered South African Google+ users.

• 29% of South African internet users have a Linkedin Account.

• There are more than 1.5 million Linkedin users in South Africa.

• The average Facebook user spends 700 minutes a month on Facebook.

• 50% of South African Facebook users access it via their mobile phones.

• Johannesburg is the city in South Africa that is the most active on Twitter.

• South African YouTube users upload 48 hours of video every minute onto the website.

• There are 1.1 million Twitter users in South Africa (of which 405,000 users are actively tweeting).

• There are over 4.8 million South African Facebook users (9.86%

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12 SA info reporter (6 July 2012).

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penetration of the total South African population).

• Mxit is still the biggest Social Network in South Africa with 10 million users. (Source: Junk Mail: Updated South African Social Media Statistics for 2012/Posted on: April 24th, 2012 by Henno Kruger).

According to Bockius (2010), the risks of ignoring the impact of social media are as follows: Risk to the brand: Since good as well as negative messages are communicated via social media, the brand of the provider could be tarnished by negative comments. Compliance risks: Non-compliance with regulations, laws and other policies can be communicated via social media, which imply risks for the provider. Competitive risk: The social media compare quality, prices and service, which could lead to competitive risk for the provider. It is therefore strongly recommended that proactive action be taken in terms of social media.

2.6 Green Agenda Due to Climate Change

In the last 2-3 years, there has been a significant shift from viewing the green agenda as a compliance issue to viewing it as a strategic cost management- and even profit-opportunity. There is a consensus that a new kind of partnership between government and the private sector will be needed to advance the green growth agenda. How is that partnership is likely to play out in different parts of the world, and what are the expected effects?

Open innovation will be a key driver of green business and technology. Businesses looking to maintain their competitive edge will need to rethink their basic business structures. What should business leaders be thinking about now to better prepare for the changes in the business landscape? The green agenda is further characterised by the following: The need for increased recycling & packaging challenges.

The safety and security industry is by nature of its products a lower creator of material that need to be disposed of and/or recycled. protection and a massive responsibility to effectively implement the green agenda.

In addition, this has become a necessity because there are several laws that must be understood and adhered to. Some of these include; the Environment Conservation Act, 1989 (Act No 73 of 1989), the National Environment Management Act, 1998 (Act No 107 of 1998), and the National Environment Management: Waste Act, 2008 (Act No 59 of 2008).

2.7 Technology

Rapid changes in technology have an impact on most sectors, For example, the introduction of the IT security. From a skills development perspective, the industry should be prepared to effectively deal with technological changes and innovations.

The introduction of technological changes are introduced primarily to enhance the effectiveness and to increase efficiency of the security, for instance; to detect cyber crime. With all business striving to increase margins, the introduction of technology often results in more efficient operations with reduced staff.

2.8 The Medium-term Strategic Framework (MTSF) – 2009 – 2014

The South African government has adopted a strong national planning framework which seeks to drive coherence and impact throughout the education and training system. To this end government has identified 12 priorities which relate to the functions of the different government departments. The Medium Term Strategic Framework (MSTF) requires government departments to work collectively on achieving the overall aims, but each contributing to their specific areas of focus.

The MSTF outlines government’s key strategic priorities for economic growth and social development for the period 2009-2014. The MSTF provides a guide for planning and resource allocation across all spheres of government.

The centrality of skills development is clearly stated in the MTSF thus “Critically, investment in quality education for all young people and in skills development should form the bedrock of Government’s approach. Indeed, success in reducing poverty, in eliminating structural unemployment, in implementing a comprehensive social security system, in building social cohesion and in reducing crime will depend to a large extent on the progress made in growing the economy in an equitable manner, underpinned by a growing skills base” (MTSF 2009).

The MSTF further identifies “strengthening the skills and human resource base” as one of its 10 strategic objectives. The MTSF manifests a Programme of Action (PoA) which forms the basis for a delivery agreement for each of the cabinet ministers. All departments, agencies and spheres of government that are involved in the direct delivery required to achieve an outcome, are party to the agreement. The PoA system monitors progress of the delivery agreements.

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It tracks and reports on the key aspects through indicators and targets for the outputs, sub-outputs and in some cases, activities.

Moreover, the PoA represents the state’s shift to an outcome-driven planning framework. The 12 outcomes expressed in the PoA are an expression of the key priorities that government seeks to address.

There are two outcomes that inform the agenda for the education and training system over the next few years:

• Outcome 1: Improved Quality of Basic Education, which incorporates the following outputs:

− improvement in quality of teaching and learning,

− improvement in quality of assessment,

− improvement in quality of ECD and

− improved planning and accountability.

• Outcome 5: A skilled and capable workforce to support an inclusive growth path, which incorporates the following outputs:

− a credible institutional mechanism for skills planning,

− access to programmes leading to intermediate and high level learning,

− access to occupationally directed programmes in needed areas and thereby expand the availability of intermediate level skills (with a special focus on artisan skills),

− access to high level occupationally-directed programmes in required areas,

− research, development and innovation in human development for a growing knowledge economy.

In addition, the SASSETA will have to support its constituent government departments and agencies in meeting PoA outcome dealing with Safety and Security issues.

• Outcome 3: All people in South Africa are and feel safe, which incorporates the following outputs:

− Reduce overall levels of serious crimes and in particular contact crime.

− An effective Criminal Justice System (CJS).

− Corruption within the JCPS cluster combated to enhance its effectiveness and its ability to serve as a deterrent against crime.

− Perceptions of crime among the population managed and improved.

− Levels of corruption reduced improving investor perception, trust and willingness to invest in South Africa.

− Effective and integrated border management.

− Cyber-crime combated.

These outcomes cut across the education and training system as well as the Justice and Crime Prevention cluster and have important implications for planning, in that they link inputs to performance. The outcomes also become a basis for monitoring and evaluation the emphasis being on monitoring outcomes and assessing impact i.e. a changed state of affairs rather than merely outputs. become a basis for monitoring and evaluation the emphasis being on monitoring outcomes and assessing impact i.e. a changed state of affairs rather than merely outputs.

2.9 Human Resource Development Strategy for South Africa (2009)

The Human Resource Development Strategy for South Africa (HRDS-SA) (2010-2030) is a macro-overarching strategy which seeks to locate education and training within the broader developmental agenda of the country and therefore ensure common alignment of various government programmes in addressing human development challenges. The HRD-SA establishes broad outcomes for equitable access to education and training and the development of skilled people. The seriousness of Government in HRD development is warranted by the fact the HRD Council is chaired by Deputy President of the Republic of South or by Minister of Higher Education and Training.

2.10 National Skills Development Strategy III

The National Skills Development Strategy (NSDS III) gives expression to the HRDS-SA and government’s strategic objectives and provides an overarching framework for sector skills planning and the implementation of skills development. Sector skills plans should be aligned to government and industry development initiatives address the needs of unemployed youth, provide for new occupational qualifications, addressing the challenges within FET Colleges and building strong partnership to deliver on the strategy. The skills development landscape is guided by the NSDS III which was launched by the Minister of Higher Education in January 2011.13

Key focal elements of the NSDS III are:

• Establishing a credible institutional mechanism for skills planning – strengthening and coordinating research and data gathering to support effective skills planning.

13 The full version is available on the DHET website.

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• Increasing access to occupationally-directed programmes – supporting skills development within the intermediate and high skills levels, with special emphasis on artisan development.

• Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities – strengthening and upgrading FET colleges to improve access, articulation, and quality of provision to ensure that graduates of these colleges are competent and attractive to employers.

• Addressing the low level of youth and adult language and numeracy skills to enable additional training – addressing the scourge of youth unemployment, made worse by a weak basic education system, by equipping school leavers with the necessary literacy and numeracy skills that will enable them to access appropriate further training and development to facilitate entry into the labour market.

• Encouraging better use of workplace-based skills development – improved productivity through targeted training in critical skills in the workplace, linked both to the needs of the enterprise and to the broader industrial policy framework of government.

• Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training initiatives to encourage sustainable entrepreneurship and social development.

• Increasing public sector capacity for improved service delivery and supporting the building of a developmental state through improved cooperation with SETAs to support targeted and strategic skills development initiatives.

• Building career and vocational guidance – clarification of career paths, and dissemination of appropriate information to learners from school level up.

• Furthermore, some of the individual sub-sectors are anticipating changes to their operating environment, some of which may impact on their operations and/or skills requirements. Most of the expected changes in policy are specific to each sub-sector, and do not cut across. For that reason, a limited number of examples are cited in the SSP, but a more comprehensive assessment of the changes to legal and policy context would need to be undertaken at sub-sector level to get the full picture.

Some of the key legislative changes that may impact on skills development are:

• Amendments to the Skills Development Act - to take into account the various changes that have taken place in the skills

development landscape.

• The Legal Practices Act, to replace the Attorney’s Act and the Admission of Advocates Act.

• Amendments to the Firearms Control Act – to broaden the scope of existing legislation and close loopholes.

2.11 Green Paper on post-schooling in South Africa

This Green Paper provides a vision for the post-school system in South Africa. It does not go into detail in specific areas, but sets the basis for building a coherent system as a whole. The Department of Higher Education and Training was formed in May 2009 as a new department, bringing together all post-school education and training institutions. It is now responsible for the following areas, which constitute the post-school system:

• Institutions which provide formal education and training:

• Public universities, national institutes of higher education and other (private) higher education institutions;

• Public FET colleges and private FET institutions;

• Adult education centres and all other adult education initiatives with the exception of the Khari Gude programme of basic literacy and numeracy which is the responsibility of the Department of Basic Education (DBE).

• The levy-grant institutions:

− Sector Education and Training Authorities (SETAs) and the National Skills Fund (NSF).improvement in quality of assessment,

− Regulatory and other institutions;

− A range of regulatory institutions and other organisations, systems and other frameworks: the National Qualifications Framework, the South African Qualifications Authority (SAQA), the three Quality Councils and the National Skills Authority (NSA), and the National Student Financial Aid Scheme (NSFAS).

In addition, the Human Resources Development Strategy for South Africa, whose Council is chaired by the Deputy President, is administered by the DHET. All these areas of work have now been assembled into the DHET, with some areas of cooperation with the Department of Basic Education and Provincial Education Departments. Umalusi, the Quality Council for Further Education and Training, falls under the DBE but reports to the DHET with regard to adult education centres and FET colleges.

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Change Drivers2

FET colleges and Adult education centres are shared functions between the DHET and Provincial Education Departments. A constitutional amendment bill that seeks to make school education the only educational function shared between the national and provincial levels is currently before Parliament. Once this bill becomes law, FET colleges and adult education will become a sole function of the national government and fall under the DHET.

Main Purpose of the Green Paper: The green paper envision building and sustaining a single, coherent, differentiated and highly articulated post-school education and training system in South Africa. This Green Paper provides a vision for such a system. Education and training are crucial elements for the transformation of South African society. They are essential for the building of a united, non-racial and non-sexist society with a strong economy capable of catering for the needs of all its’ people.

The post-school education and training system envisaged by the DHET must be equitable, accessible and affordable to all sections of the population, including free education and training for the poor. This requires the redress of past and present injustices, including overcoming barriers to progress based on social class, race, gender, geographical location, age, disability and HIV/AIDS status. The post-school system aims to contribute appreciably to overcoming the structural challenges facing our society.

One of the greatest of these is the large number of young people who appear to face a very bleak future if major changes are not introduced. A study of post-school youth conducted by the Centre for Higher Education Transformation (CHET) and the Further Education and Training Institute (FETI) has shown clearly the nature of the problem – although it understates it since it excludes young people over the age of 24. In 2007, there were 2.8 million people between the ages of 18 and 24 who were not employed, not in some form of education or training, and not severely disabled. With the subsequent economic slowdown it is likely that this number has increased substantially. This is a problem that represents not only a bleak future for millions of young people, but threatens the social stability of South Africa’s society.

2.12 The National Development Plan (NDP)

President Jacob Zuma appointed the National Planning Commission in May 2010 to draft a vision and national economic development plan. It is an advisory body consisting of 26 people drawn largely from outside government, chosen for their expertise in key areas. The NDP released a diagnostic report in June 2011, setting out SA’s achievements and shortcomings since 1994, and after consultation with South Africans, the draft NDP was released in November

2011. The National Development Plan calls on all South Africans – from the political elite to the man in the street – to work together to eliminate poverty and reduce inequality by the year 2030.

The plan contains a broad range of policy proposals describing what needs to be done to ensure the country’s success over the medium to long term. Essentially a development blueprint, the plan warns that with current rates of development, the country risks sliding backwards and being overwhelmed by its immense challenges. To avoid this, “step changes” in 13 areas of public and private life are proposed. These include the need to grow the economy and drastically raise employment levels, improve the quality of education, provide the necessary infrastructure, curb corruption, unite a still divided society, and improve the quality and reach of health services.

Presenting the plan, Trevor Manuel argued that implementation was not the responsibility of the government alone, but would need the active participation of all sectors of society including business, labour, civil society and individuals. “It is a plan for a better future – a future in which no person lives in poverty, where no one goes hungry, where there is work for all, a nation united in the vision of our constitution… It is a plan for our collective future. [And] it is up to all of us to make it work,” he said. Using a “modest” poverty measure of R432 per person a month in today’s prices, the plan notes that nearly 40 percent of the population live below this line, but proposes that by 2030 all South Africans can be lifted above it. Inequality, measured using the international Gini co-efficient standard – with 0 being absolute equality and 1 being absolute inequality – now stands at the “very high” level of 0.69 in SA, and the plan proposes reducing this to 0.60 by 2030.

The development plan is built on six pillars:

• To unite all South Africans around a common purpose: Manuel warned this would be a “hollow call” unless the lives of young black people improved. This pillar recognises that the effectiveness of “redress measures” such as black economic empowerment and employment equity must improve.

• An “active citizenry: The idea that people sit back and wait for the government to deliver is neither feasible nor consistent with “people-centred” development…Citizens and communities have a responsibility to hold their leaders accountable for their actions.

• Growing an inclusive economy: The aim is to raise employment by 11 million to 24 million by 2030.

Specific targets for the economy and employment that the plan sets down are:

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The unemployment rate should fall from 27% in 2011 to 14% by 2020 and to 6% by 2030. That’s where the 11 million jobs figure comes from. In 19 years’ time, total employment must rise from 13 million to 24 million.

The proportion of working adults should increase from 41%t to 61%.

Rural employment must rise from 29% to 40%.

GDP should increase by 2.7 times in real terms, requiring an average GDP annual growth of 5.4% over the period (which the Development Bank of South Africa thinks.

GDP per capita should increase from about R50, 000 per person in 2010 to R110, 000 per person in 2030 in constant prices.

The proportion of income earned by the bottom 40% should rise from 6% today to 10% in 2030.

The level of gross fixed capital formation should rise from 17% to 30%.

One of the pillars of the National Development Plan (NDP) is the need for a “capable and developmental state” which is the role the state should play in correcting historical inequalities. The plan recognises that for the state to intervene effectively, it must be “professional, competent and responsive to the needs of all citizens.” The SASSETA as a component of a state that supports other state institutions thus has a role to play in ensuring a capable and developmental state.

2.13 The New Growth Path (NGP)

Government, under the leadership of Minister Ebrahim Patel, on 23 November 2010 released the Framework of the New Economic Growth Path, aimed at enhancing growth, employment creation and equity. The policy’s principal target is to create five million jobs over the next 10 years. This framework reflects government’s commitment to prioritising employment creation in all economic policies. It identifies strategies that will enable South Africa to grow in a more equitable and inclusive manner while attaining South Africa’s developmental agenda. This programme focuses on meeting the shortages in important skills for the economy and sets targets for:

• The training of engineers underpinned by improved science and mathematics education and expanded bridging programmes for HE courses.

• The training of artisans particularly in construction, mining, manufacturing and new industries such as in the green economy through the participation of state owned enterprises and under

the management of SETAs.

• Improved skills for workers in every job through the provision of certificated programmes, facilitated, financed and managed by SETAs.

• Expanded resourced FET college system that produces higher graduation rates.

• Provision of ICT skills in schooling, adult education and public service.

• Skills development policy framework for increased supply of highly skilled labour through education and training and a streamlined immigration system that is linked to a skills transfer programme and on-going upgrade of local education.

2.14 The Industrial Policy Action Plan II (IPAP II)

The NGP presents a 10 programme micro economic package, and this is the fourth. This programme focuses on meeting the shortages in important skills for the economy and sets targets for:

• the training of engineers underpinned by improved science and mathematics education and expanded bridging programmes for HE courses.

• the training of artisans particularly in construction, mining, manufacturing and new industries such as in the green economy through the participation of state owned enterprises and under the management of SETAs.

• improved skills for workers in every job through the provision of certificated programmes, facilitated, financed and managed by SETAs.

• expanded resourced FET college system that produces higher graduation rates

• provision of ICT skills in schooling, adult education and public service

• skills development policy framework for increased supply of highly skilled labour through education and training and a streamlined immigration system that is linked to a skills transfer programme and on-going upgrade of local education.

2.15 The Skills Accord

The National Skills Accord is a binding partnership agreement between the representatives of business, organised labour, community constituency and government. The National Skills Accord has been developed by the Department of Economic Development in partnership with a host of other departments. It has eight commitments; commitment number seven speaks directly to

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Change Drivers2

development of the SSP. The purpose of the accord is to achieve the targets set out in the New Growth Path. The signatories commit themselves to these deliverables:

• Expand the level of training using existing facilities more fully.

• Make internship and placement opportunities available within workplaces.

• Set guidelines to improve the level of training.

• Use the available funds well and offer incentives to companies to train candidates.

• Set annual targets for training in state-owned enterprises.

• Improve SETA governance, financial management, stakeholder involvement.

• Improve Sector Skills Plans.

• Align training to the New Growth Path.

• Improve the role and performance of FET Colleges.

These objectives articulate closely with some of those articulated in the Green Paper on Post-Schooling and entrench the expectation that SASSETA’s role in skills development for the sector is a critical one.

2.16 Strategic Integrated Projects (SIPs)

The Strategic Integrated Projects is government’s new strategy to grow the economy and deliver better life for all its citizens. The SIPs are informed by New Growth Path (NGP) framework. The SIPs work is organized into 18 Strategic Integrated Projects. For government to deliver on the SIPs programme, it will need specific skills. The Department of Higher Education and Training has identified a list of scarce skills which will be needed for SIPs to be a success. Looking at the scarce skills list which the SIPs project will demand SASSETA will, through partnering with other stakeholders and key partners in the sector such as South African Maritime Sector Authority (SAMSA), South African Heritage Agency, South African Police Service, Defence and Correctional Service contribute to the delivery of the following scarce skills:

Professionals and Associate Professionals:

226302: Safety, Health, Environment and Quality Practitioner

Trades:

641201: Bricklayer

671101: Electrician

671202: Millwright

651302: Boilermaker

641501: Carpenter and Joiner

642601: Plumber

643101: Painter

651202: Welder

2.17 National Rural Safety Strategy

The Division for Visible Policing approved the Rural Safety Strategy for implementation over the 2011 – 2014 periods, aimed at enhancing accessibility to policing, improving service delivery to the rural community and creating a safe and secure rural environment. The strategy was developed and approved by the Minister of Police and National Commissioner in June 2011, and officially launched in Free State on 15 July 2011. As part of the implementation strategy, in 2012/2013, crime prevention capacity was established at 40 identified priority rural police stations. These stations were selected due to high incidence of stock theft and acts of violence on farms and small holdings. A three tiered approach was proposed:

Erection of security border fences and borderline deployment to control cross border crime between South Africa and its neighbours. This included establishing static observation posts on the borderline or in close proximity of the area.

Establishing an operational zone for SANDF in the area from the borderline up to 10 km into South Africa. The troops would be responsible for a range of safety and security activities including vehicle and foot patrols, roadblocks, and joint borderline operations with neighbouring countries.

Demarcation of rural station areas into sectors and the creation of a proactive and reactive capacity at cluster and station levels.

In the 2013/2014 phase of implementation, the focus would be on building crime prevention capacity to deal with stock theft at provincial identified priority police station and Implementation at all rural police stations.

The strength of the strategy is to utilise the community in collaboration with the police force in safety and security matters. The community takes agency in their own safety. The SETA will work within this framework to provide skills to the community policing forums and other relevant structures to ensure the success of the national rural strategy. This SETA is placed in a strategic position because it provides capacity to almost all security agencies dealing with crime which permeates all levels of society including rural communities.

2.18 Comprehensive Rural Development Plan (CRDP)

The role of SAPS in the CRDP is law enforcement, security and order within the rural communities which will focus on the following:

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• Activate Community Policing Forum and Traditional structures to deal with crime and conflicts

• Neighbourhood watch systems and unity amongst the community

• Fostering of a strong sense of ubuntu

• Villagers committed to safety in their homes

• Dealing with youth offending through the implementation of effective youth programmes, etc

• Participation of the South African Police Service in the CRDP structures at the different tiers of Government

• Development of police stations and improving access to police stations in rural areas. The SETA will through SAPS provincial offices conduct skills assessment and respond appropriately with capacity building and provide relevant skills in this regard to ensure that CRDP is a success.

2.19 Social influencesThe Strategic

HIV and AIDS are cross cutting challenges confronting all the sub-sectors. The pandemic arises in different contexts across the sub-sectors. First, workers may be exposed directly as a function of their employment. For example, SAPS officers may be exposed at crime scenes or during forensic examinations of contaminated products. In correctional services, the prison environment is often prone to violence, which may expose correctional officers during the conduct of their duties to control or assist inmates involved in physical altercations.

The second way in which the pandemic affects stakeholders is the incidence of the disease among their workers. HIV/AIDS affects working age adults disproportionately, and has led to high levels of morbidity and mortality within the 25 – 40 age group. The defence force in particular considers its members who are deployed outside South Africa to be especially vulnerable due to spending extended periods away from their families.

Finally, HIV/AIDS has negative impacts within the communities served by the legal and security services. The incidence of child headed households is increasing at a fast pace. The problem is compounded by other social pressures such as poverty, poor education, and youth unemployment. The number of young offenders is increasing, which further exacerbates an already complex dilemma. Young offenders may themselves be exposed to HIV or other diseases as a result of their incarceration. All departments are addressing the risk of HIV and AIDS in several ways. For the SAPS, this includes: Detectives, forensic scientists and fingerprint experts are supplied with surgical gloves.

During safety, health and environment training, police officers are trained on the need for gloves and safe working procedures are

explained. All forensic scientists have access to post-exposure

prophylactic drugs that are paid for by the SAPS. All occupational accidents involving body fluids and blood contamination for fingerprint experts are reported and dealt with by the Section: SHE Management, Head Office.

The NPA is focusing on female employees and employees between 20 to 45 years as the national prevalence data indicates they are the most at risk. NPA offers HIV and AIDS awareness, education and they also distribute condoms to employees. The Department of Defence also tackles the matter for all risk groups through education, and additional strategies like deploying trained operational emergency care practitioners with troops.

2.20 Conclusion

Conspicuously, the world is changing rapidly, and these changes are driven by internationalization, regionalization, intense price competition, regulation policies, labour issues, unemployment, e-commerce, economic turbulence, and heterogeneous consumer and product trends. Some of these changes have altered the way in which business operates and the types of jobs for which there is a demand.

In the hierarchy of things, job creation is a priority for the government but this will not happen overnight. Skills shortages and mismatch of skills are the main factors attributed to the job crisis in South Africa. According to the Deloitte Human Capital, “More than half a million jobs in South Africa cannot be filled because the appropriate skills do not exist.”14 This shows that skills development is critical for the country to unlock the employment potential, yet skills deficits are becoming an obstacle in realizing this potential.

The colossal roll out for skills development programmes in the country is required in order to equip young people with relevant and right skills. The SSP is a critical and strategic document that profiles the needs for the entire economic sector. In this context, the SSP it informs the safety and security economic sector skills interventions programmes in terms of scarce and critical skills being identified in the sector.

The analysis of the sector is summarised below using a SWOT analysis. The strengths highlight areas where the sector is doing well, and weaknesses highlight areas where the sector is struggling. These areas often lead to negative image of the sector, and affect optimum service delivery. Opportunities highlight what can be done to improve on the weaknesses. The SASSETA role in sector development is also highlighted as opportunities. Threats highlight external factors that affect service delivery in the force.

14 Deloitte Human Capital. 2012. Human Capital Trends for 2013. http://www.deloitte.com/assets/Dcom-United-States/Local%20Assets/Documents/Consulting/us_cons_humancapitaltrends2013_040213.pdf

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Change Drivers2

SWOT Analysis

Strengths

• Practical mitigating strategies being implemented for HIV/AIDS

• Some of the major and key departments e.g. DoJ & CD and IPID have achieved gender parity in employment

• Constitution of new medical parole board and new provisions for how the medical parole system works

• SA a developing nation with many programmes of action that promote growth which have links to the sector. The sector can leverage these developments for its own growth.

Opportunities

• Improved tracking systems to deter corruption

• Better stakeholder engagement

• Completion of work that was started on the National Criminal Justice Information System to enable central management of data which will improve reporting and measurement of performance

• Technology training to combat crime and improve productivity in the workplace

• SIPs may lead to increased demand for security services

• SASSETA can play a role in the setting up of an Academy to combat cyber-crime, identify skills needed to address the challenge of this crime

• SASSETA can play a facilitative role in stakeholder collaboration to deal with organised crime

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Weaknesses

• some sectors have not achieved gender parity

• None of the sub-sectors have achieved the 2% target for employment of people with disabilities

• Tracking for corruption is weak within SAPS

• Vacancy rates in key sub-sectors are high

• Reliance on contract workers affects continuity

• No integration of reporting and data across sub-sectors

• Poor professionalism leading to large civil claims

• Poor data management and dissemination

• Data manipulation

• Stakeholder engagement does not appear strong

• Corruption

Threats

• Political uncertainty

• Vacillation and lack of clarity on nationalisation of mines

• Poor service delivery protests

• Economic instability in the region

• HIV and AIDS

• Drugs and gangsterism outbreak

• Poverty

• Unemployment

• Illness and sick leave

• Cybercrime

• Urban drift

• Overcrowded prisons

• Dissatisfaction of some sub-sectors on service delivery from the SETA

Chapter 3Supply & demand of the skills

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3.1 Introduction

The supply pipeline for the sector is derived from both public and private institutions. New entrants to the sector range from matriculants to university graduates, given the wide range of skills and occupations found within the sector. In addition, the SASSETA funds various learning programmes to help improve the supply pipeline. In order to meet the skills demand, the SASSETA has developed a number of qualifications that it quality assures through its SAQA accredited ETQA unit. The SETA accredits training providers to deliver these programmes.

The analysis presented here considers the general output of the education system, and the specific needs of some of the sub-sector based on the input of stakeholders. A need for further research has been identified by SASSETA to improve this section particularly the output of the training academies of the government departments and the public sector organisations operating in the sector. The SETA has also identified a need to work closely with FET colleges, especially those in rural areas to offer programmes where there is high demand of skills and scarcity of supply.

3.2 Limitations of the labout market analysis

The analysis presented here is based on 2010 and 2011 WSP and ATR data. At the time of writing, data for 2012 and 2013 was not available. As such, this chapter will be updated when the said data becomes available.

3.3 Analysis of supply vs demand

As part of their work, SETAs analyse demand for skills from employers within the sector. The demand for skills takes various forms:

Recruitment difficulties – there are instances when employers experience difficulties recruiting and this could be for various purposes. Some of the reasons could be linked with the shortage of skilled and qualified people for the identified vacancies. That could signal a need for training of people to increase a pool of qualified people.

It could of course be that there are sufficient people in the market but the job or industry or even particular company does not have a good image and therefore does not attract good skills. No amount of training of new people will turn things around. A police department could have difficulties recruiting morticians because of the conditions of the work, not that there aren’t many qualified and experienced people. No matter how many more people are trained, they could still choose not to work there.

Skills Gaps – there are times when particular jobs, roles or occupations require people with particular skills but there is a shortage of people with those skills. In other words, there is a supply of qualified people but they lack the particular skill required. These skills gaps are sometimes referred to as critical skills which are basically skills that are critical for a particular job or occupation but which are lacking amongst those qualified and available to work.

There is need for training to top up the skills that these people already possess. For example, there are many unemployed BSC Chemistry/Biochemistry graduates in the labour market. This qualification is a basic requirement for a job as a Forensic Laboratory Analyst. There are however some additional specialised skills that one needs which are additional requirements for such a job. In other words, there is a skills gap amongst those who are qualified and available to work.

Skills shortage – this is when there aren’t a sufficient number of qualified people to fill certain vacancies. One can think of the number of medical doctors being produced by the universities in the country annually. If say there are only 500 doctors being produced annually but there are currently vacancies for 4000 doctors across all hospitals, it could take eight years to fill all vacancies if the supply stays constant. Of course doctors might die, emigrate or retire and in that way, more vacancies would exist and there would be an even bigger need than just 4000 doctors.

Labour shortage – this happens when there just aren’t a sufficient number of people to work. In countries with high employment one could find it difficult to find people to work in certain sectors which for whatever reasons are not able to attract people. When there is labour shortage, skills could be imported from elsewhere to help increase the pool.

Given the above typologies for employment, having conducted an analysis of demand for skills in the sector, the SASSETA has a number of levers open to it on the supply side:

• There are instances where a new qualification has to be developed to help increase a pool of qualified people through creating a new pathway for accessing learning. The qualification should be of good quality and be trusted by employers

• Funding of learning could enable for the production of more skills in the sector

• Retooling of graduates into areas where there is demand for qualified people could increase a pool of people available to work

• Provision of top up skills could enable people with skills gaps to be competent in performing particular riles

Supply & demand of the skills3

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Supply & Demand of the skills3

Although it is difficult to quantify the accurate numbers of skills demand across the various typologies, thinking through the typologies helps with the development of an appropriate intervention. On the supply side, SASSETA could be working with universities to improve their curriculum to make it more responsive to the needs of employers, developing new qualifications, retooling graduates, providing experiential learning opportunities and providing access into the sector through entry level programmes

Analysis of skills demand against available supply enables SASSETA to eliminate wastage by not funding programmes where there is already an oversupply of trained and experienced people in the sector. It enables for funds to be targeted to programmes that are meeting real demand.

3.4 Lack of skilled workforce and implications for sector development

Lack of a skilled workforce has negative implications for development in the sector. Within the safety and security context, a lack of skilled defence personnel could put the security and sovereignty of the country at risk. Lack of skilled justice sector personnel could wreak havoc in the court system; lack of skilled workforce in the NPA could have dire consequences for the prosecution of crimes whilst lack of a skilled police force could see crime rates spiralling out of control. Thus lack of a skilled workforce in the safety and security sector is not an option.

The SASSETA has a major role to play in ensuring that the scarce and critical skills are identified within the sector, appropriate interventions are put in place to respond to such needs. Professionalization of the sector will depend increasingly on the SETA’s ability to provide requisite learning interventions.

3.5 Employees trained in the sector

An initial analysis of the 2010 and 2011 ATRs has demonstrated that training tends to take place across all the occupational groups. Whereas the training of security officers is the highest, the figures have to be treated with caution as they represent a mix of short courses which address critical skills needs and longer term academic programmes that address scarce skills needs. Moreover, the extent of submission of ATRs at sub-sector level has not been established to determine the reliability of the data for trends analysis purposes.

3.6 Constraints to skills development

The sector requires a broad range of competencies from workers entering employment, ranging from a school leaving certificate to university degrees. However, the quality of provision remains a concern, particularly at school level. The South African schooling system remains with challenges despite some gains since 1994. The National Planning Commission’s Diagnostic has noted that the quality of education for poor black South Africans’ is substandard and there are huge variations in South African education outcomes depending on school type. Apart from a small minority of schools, the quality of public education remains poor with only 1% of African schools that are top performing on high school certificate results, as compared to 31% for formerly privileged schools.

The Trends in International Mathematics and Science Study (TIMMS) and Progress in the International Reading Literacy Study (PIRLS) international assessments over the past decade have pointed to difficulties with the quality of literacy and numeracy in our schools. The Annual National Assessments for numeracy and literacy conducted in 2011 points to a dismal picture. In Grade 3, the national average performance in literacy stood at 35% whilst in numeracy the learners were performing at an average of 28%.

For Grade 6, the national average performance in languages was 28% whilst the average performance for mathematics averaged 30%.

South Africa has generally relied on measuring the performance of learners at the end of schooling and this does not allow for a comprehensive understanding of what goes on lower down in the system on a year by year basis. The matric pass rate went up from 60.6% in 2009 to 67.8% in 2010 and 70.2% in 2011.

Many of the scarce skills cited in the section on demand require a basic foundation in maths and science in order to pursue further studies to gain the requisite qualifications. For example, forensic investigators, engineers, surveillance technicians, and medical practitioners all require a good pass in maths to gain entrance into university or a university of technology.

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The two tables below give the results of FET examinations in 2009 in subjects that are directly relevant to the sector. Other generic subjects may also be contributors to the supply of labour (such as training of artisans, which is relevant to the defence force); however, for purposes of the sector skills plan, the analysis is limited to the scope of coverage of the SETA. As with the school leaving certificate, performance in those subjects related to scarce skills is generally poor. The SETA will endeavour to conduct more research in this field and conduct more engagement with FET colleges as part of its partnerships programme.

In addition, the available programmes are not linked to the needs of employers. They meet a very small proportion of the needs identified as scarce skills. At present, most of the training offered in the sector is offered through private providers. This may be attributable to the fact that the range of offerings at FET and HE institutions is insufficient to meet the needs of the sector. Furthermore, private providers are perceived to be more responsive and better able to tailor their programmes to the client.

Level Entered Wrote Pass % Pass

Public Administration N3 7978 6259 3055 48.81

Social Care N3 10 5 5 100

Introductory Public Admin N4 285 268 204 76.12

Public Administration N4 3044 2467 1599 64.82

Legal Practice N5 284 244 141 57.79

Public Administration N5 1463 1302 957 73.5

Public Finance N5 1435 1292 893 69.12

Legal Practice N6 133 118 93 78.81

Public Administration N6 938 818 683 83.5

Public Finance N6 716 628 416 66.24

Public Law N6 1254 1073 462 43.06

Mathematics N2 5616 4055 1188 29.3

Aircraft Maintenance Theory N3 328 306 139 45.42

Aircraft Metalwork Theory N3 52 45 18 40

Table 5: Results of the National Certificate Examinations at FET colleges

Source: FET Colleges Report 2009

Level Entered Wrote Pass % Pass

Criminology L2 147 94 30 31.9

Introduction to Governance L2 2147 1428 645 45.2

Introduction to Law L2 2127 1499 474 31.6

Introduction to Policing Practice L2 2064 1459 1000 68.5

Principles of Criminal Justice L2 2108 1452 770 53

Criminal Justice Structures and Mandates L3 305 265 232 87.6

Table 6: Results of the National Certificate (Vocational) Examinations at FET colleges

30

Supply & Demand of the skills3

Year Occasional StudiesCertificates/

DiplomaDegree

Honours/Postgraduate Diploma

Masters Doctorate Total

2010 1,397 4,112 36,637 1,513 3,026 402 47,086

2009 1,201 3,190 32,871 1,539 2,641 357 41,799

2008 1,334 2,167 33,078 1,468 2,339 317 40,703

Level Entered Wrote Pass % Pass

Criminal Law L3 306 269 194 72.1

Criminology L3 6 3 2 66.7

Governance L3 307 271 147 54.2

Theory of Policing Practices L3 299 258 152 58.9

In higher education institutions, there appears to be an upward trend of enrolment in law qualifications. The total number of enrolments in legal qualifications increased from just over 40,000 in 2008 to 47,086 in 2010. The number of those registered Masters degrees in law increased from 2,339 in 2008 to 3,026 in 2010 implying the number of those seeking specialisation is increasing. It is however difficult to ascertain if these people are specialising in the areas demonstrating scarcity such as maritime law, cyber law and competition law.

In terms of those doing bachelor degrees which are generally a requirement for qualifying as an attorney, the enrolments in universities increased from 33,078 in 208 to 36,637 in 2010 indicating that continued interest in law degrees. Most of the qualifications available from universities are relevant to the private legal profession and to the public service in general. However, specialist qualifications are more difficult to come by, and are generally developed in the workplace once candidates are already in employment. This suggests that public providers are not currently able to respond adequately to changes in the labour market.

Table 7: Enrolment in Law qualifications at All Universities

Source: SA Higher Education Management Information System, 2012

Source: FET Colleges Report 2009

Table 6: Results of the National Certificate (Vocational) Examinations at FET colleges (Continued)

With the increasing rate of enrolments in law qualifications at HEIs, it is important that learners in the schooling system are provided with sound career guidance so that when they choose law as a career they are well informed about the choices and specialisations within the legal environment so that they can start to bridge the skills gaps being experienced in certain fields. New areas of specialisation such as environmental law, cyber crime investigation, and other occupations that may be driven by innovations in technology or in the law are the main areas of concern as learners are often not sufficiently informed about these career options to pursue studies relevant to them.

The number of graduates from the university system is a good measure of supply of skills into the sector. There has been a decline in the number of law graduates between 2008 (5,578) and 2010 (5,290). This is against a continued increase in enrolments. The pattern of the output of universities shows that there is a significant drop from those acquiring first degrees to those progressing to higher qualifications. As with enrolment, the trend is downwards over the period 2008-10 across all qualification levels. In general, the absolute numbers of qualified graduates is not as much of a concern as the quality of their training, as well as the fields of specialisation that they choose.

31

YearCertificates/

DiplomaDegree

Honours/Postgraduate Diploma

Masters Doctorate Total

2010 325 4,021 347 558 39 5,290

2009 293 4,011 513 549 41 5,406

2008 258 4,173 588 529 29 5,578

Table 8: Graduates in Law qualifications at all universities

Despite the continued increase in the number of enrolments law qualifications, and dropping graduate output rates, the legal services sub-sector has cited the lack of writing skills by law graduates as one of the challenges they are facing. This obviously has its roots in the schooling system where learners develop such skills.

The SETA can play an important role not only in facilitating the links between providers and industry, but in supporting the development of capacity within the institutions to be able to respond to labour market requirements.

3.7 SASSETA initiatives and qualifications

The SASSETA and its stakeholders have also undertaken training under the auspices of the NSDS II. Training supported by SASSETA is based on needs identified by employers, which are aligned to the priorities of the NSDS. Apart from the mandatory grants that employers receive for undertaking training based on the individual needs of each employer, SASSETA provided Discretionary Grants for training aimed at addressing scarce and critical needs identified within the sector. These grants could be applied towards learnerships, bursaries for tertiary studies, workplace experience grants for learners needing to complete their qualifications, and internship grants. The SASSETA is in the process of disaggregating the data provided in the following table to make it more sub-sector specific and to outline the specific programmes that were enrolled upon.

Source: SA Higher Education Management Information System, 2012

NSDC Indicator Level Entered

2.7 Workers supported on ABET Level 1 – 4 N3 7978

2.8No of workers that have entered learning programmes leading to entry, medium and high level skills – including learnerships, bursaries, artisans and skills programmes

N3 10

3.2 No organisations supported by SETAs (NGO's CBO's, Co-ops etc.) N4 285

4.1No of unemployed people that have entered learning programmes leading to entry, medium and high level skills – including learnerships, bursaries, artisans and skills programmes

N4 3044

4.2 No of learners assisted in workplace experience grants N5 284

4.3 No of young people that have entered new venture programmes N5 1463

No of young people that are in operation 12 months after completion of programme 0

5.1 No of Institutions assisted and type of support and linked to criteria 4

5.2 No of Institutions accredited to manage delivery of new venture creation qualification 0

Table 9: Output of learning programmes supported by SASSETA 2005 – 2010

Source: SASSETA QMR report

32

Supply & Demand of the skills3

The learning programmes that were supported by the SASSETA focussed on both employed and unemployed. The focus on unemployed learners is so that they are provided with an opportunity in life. Employers use various ways to recruit these learners including through the online channels and print media (namely, newspapers).

The main challenges experienced with learners currently are:

• Learners dropping out.

• Learners are making money out of the learnership therefore they do not see the need to be focused.

• Upon gaining experience, the learners go and work for another company.

Strategic interventions being considered in order to overcome these challenges are:

• The promise of employment after learnership

• Learners who quit / drop out (from a learnership without valid reasons) will be blocked from applying for another learnership in future.

3.8 Skills development in the public sector

The public sector organisations operating in the safety and security sector typically have their own learning academies and colleges where their staffs are trained. A bulk of their skills development budgets are spent within these facilities and all offer some programmes which are quality assured by SASSETA ETQA while others are developed internally to meet operational and functional requirements.

The SAPS spends over R 1 billion on skills development initiatives using their departmental budget. During the financial year 2011/12, approximately 2.75% of total employee compensation of around R 42 billion was attributed to skills development. A significant portion of the skills development budget is spent on operational training through the SAPS’s internal academies and training colleges. Over 200,000 people attended various forms of skills development interventions during 2011/12 as outlined in the figure below left.

While there are some private training providers who offer qualifications in policing, these are not recognised by the SAPS as they are not designed to meet their operational requirements. Often graduates from these qualifications struggle to find employment within the police service. There are plans in the future to ensure that only the SAPS academies may offer such qualifications.

The Department of Defence and Military Veterans spent over R 154 million on training of their staff in the 2012 financial year. (R 118 million: 2011). The Department develops its entire people internally to ensure that they meet the combat requirements. All staff working in the arms of service of the Department must undergo military training before they choose their area of specialization. Thus Doctor, chefs, engineers, special forces, etc employed in the Department is trained soldiers. This unique circumstance makes the Department a skills development organisation.

The Military Skills Development System (MSDS) is the Department’s flagship training programme. It was implemented in January 2003 with the aim to provide the SANDF with military trained human resources as required for force preparation and force employment specifications. It forms the Department’s primary contribution to youth development and alleviates unemployment and poverty by preparing young people between the age of 18 and 26 years for rewarding careers either in the SANDF or for decent employment in the broader public and private sectors. The MSDS is a two- year contract based service system and is the main feeder system for the Regulars and Reserves.

Since the inception of the MSDS, as at the end of the 2011 financial year 33 536 youths had participated in the system of the SANDF. Of the total intake, 8 542 are currently serving in the MSDS, 6 770 have separated from the SANDF, of whom 4 821 are serving in the Reserves, and The Department trained over 52,000 staff members over during the 2011 financial year. Of those trained:

• 5 050 undergone learnership programmes.

• 28 152 other forms of training including degree programmes.

•19 719 skills programmes and other short courses.0

30000

60000

90000

120000

150000

Course

121857

LearningProgramme

975

Qualification

48

Refreshercourse

81

SkillsProgramme

41340

Workshop

36256Series 1

Figure 9: Members attending training during financial year 2011/12

Source: SAPS Annual Report 2011/2012

33

3.9 Supply of new skills by training and development institutions

The SASSETA accredits a number of training providers to deliver its registered qualifications and skills programmes. The SETA should ensure that there is sufficient capacity to deliver programmes that meet the sector skills needs. In other words, there should be sufficient facilitation, assessing and moderation skills when programmes are being rolled out to avoid backlogs and to ensure that provision is attained. The table below presents qualifications with the highest number of providers accredited. While the National Certificate: General Security Practices may have the highest number of accredited providers, this does not necessarily mean there is also a high demand for the qualification.

This merely reflects the business opportunity that providers have identified and are all trying to meet market demand. SASSETA will in the future identify the utilization rates of qualifications so that only those where there is market need are developed.

The Minister of Higher Education & Training has made it a requirement for all SETAs to deliver skills development through public FET colleges.

The Minister’s sentiments are echoed in the NSDS III which requires SETAs to partner with public institutions. The delivery of skills development through FET colleges will necessitate the development of FET college staff and to accredit the institutions to ensure that they can deliver quality provision of SASSETA qualifications as well as to ensure that where qualifications are not quality assured by the SASSETA, there is a quality measure that enables sector needs to be met.

The level of usage of private versus public institutions differ by sub-sector, The Private Security sub-sector is currently using private institutions much more than public institutions. According to the Private Security Chamber Chairperson, the ratio is 95%:5% in favour of private institutions. The employers tend to believe that higher success can be achieved through-on-the-job training. This is an indication of the dissatisfaction at the quality of training being provided by the training institutions.

Qualification Total

National Certificate: General Security Practices 911

Access control 498

National Certificate: General Security Practices 299

Further Education and Training Certificate: Specialist Security Practices 293

Asset protection 120

National Certificate: Paralegal Practice 105

National Certificate: Policing 69

Further Education and Training Certificate: Corrections Services 33

Further Education and Training Certificate: Road Traffic Law Enforcement 35

National Certificate: Resolving of Crime 20

Further Education and Training Certificate: Electronic Security Installation Practices 14

National Certificate: Electronic Security Practices 12

National Diploma: Policing 12

Further Education and Training Certificate: Military Operations 8

National Certificate: Close Protection 8

National Certificate: Information Technology: End User Computing 6

Security first line supervision 8

National Certificate: Forensic Science 7

Protection dog 7

Security supervisor 6

Table 10: Accreditation status of qualifications

Source: SASSETA ETQA Provider Accreditation Database

34

Supply & Demand of the skills3

Title of Qualification NQF LEVEL SAQA ID DHET Registration No.

National Certificate: Defensive Mission Control Level 5 63309 29Q290015432405

National Certificate: Statutory Intelligence Practice Level 5 60329 Q060022XX1495

National Diploma: South African Special Forces Operations Level 5 48879 Q290003XX2975

National Diploma: Applied Military Intelligence Level 5 49852 29Q290013272405

National Diploma: Legal Interpreting Level 5 50023 29Q290012282405

National Certificate: Policing Level 5 50122Q190009002407

Implemented

National Certificate: Use of Firearms Level 4 21854 Q290017221524

National Certificate: Resolving of Crime Level 5 59989Q290001301225

Implemented

Further Education and Training Certificate: Electronic Security Installation Practices

Level 4 58697Q190010XX1204

29Q290039301364

National Certificate: General Security Practices Level 3 58577 29Q290038431243

FETC : Specialist Security Practices Level 4 57713 29Q290040541374

Table 11: SASSETA registered qualifications

There is currently a problem with the high number of security officers whom are qualified and registered with PSIRA but do not possess the right quality standards required by Employers. However, it must be noted that those who do attend training generally tend to apply for higher level positions upon their completion.

In the legal services and Justice Sub-sectors where the entry level is generally a degree, provision by the public sector is quite widespread. The large law firms however may customise internal programmes for their staff. The key interventions that need to be implemented to address these challenges:

• There is a need to increase the quality of training programmes

- “People pass but do not know anything”

• There is a need to replace Grades with NQF

• All training institutions need to be informed and brought up to date with NQF

There are 25 qualifications ranging from NQF level 3 to 7 that are registered as SASSETA qualifications. The SASSETA is in the process of conducting an analysis of take up of these programmes over the years to identify those that have higher demand and those that do not.

3.10 Conclusion

The analysis of demand raised a number of priority skills that should be addressed urgently within the sector. However, significant gaps exist in the information available to understand the dynamics within the sector. Planning in this sector is heavily reliant on data published by departments in their annual reports. This data is often limited with respect to the occupational distribution, qualifications profile, and other variables that are necessary for gaining a comprehensive picture of the sector. Equally, the private sector employers’ information is rather fragmented, as WSP submissions are not consistent and quality is not always what is needed.

Going forward, SASSETA has developed a research agenda that seeks to develop a comprehensive profile of the workforce, the educational attainment of workers, and equity targets. In addition, the impact of the interventions that have been implemented so far need to be evaluated to assess what is working, and where improvements are needed.

Source: SASSETA ETQA Provider Accreditation Database

35

Title of Qualification NQF LEVEL SAQA ID DHET Registration No.

Further Education and Training Certificate :Corrections Science Level 4 64389 Q19190014231204 Implemented

National Diploma: Corrections Science Level 5 48553 Q19190015362405 Implemented

National Certificate: Locksmithing Level 3 50541 29Q290036241233

National Certificate : Forensic Science Level 5 5765129Q290035341905

Implemented

National Certificate: Paralegal Practice/ Private Sector Commercial Sector/ Community Based/ Non- Governmental Sector

Level 5 49597Q290002231315

Implemented

National Diploma: Statutory Intelligence Practice: Analysis Level 6 49102 Q290005XX2596

National Diploma: Statutory Intelligence: CollectionNational Diploma: Statutory Intelligence Practice: National Diploma: Statutory Intelligence Practice: Counterintelligence

Level 6

Level 6

49100

49100

Q290006XX2586

Q290006XX2586

National Diploma: Electronic Warfare In the process of registration as a Learnership

Level 5 50500

National Diploma: Joint and Multi-National Operations Level 6 97839Q290014322426

Implemented

National Certificate :Family Law PracticeIn the process of implementation

Level 5 50265 Q290030231205

National Certificate: Law Enforcement: Sheriffing Level 5 49336 19Q190016231205 Implemented

National Certificate : Criminology Level 5 49709 Q290019191345

Further Education and Training Certificate :Firearms maintenance Level 4 49739 Q290018221304

Source: SASSETA ETQA Provider Accreditation Database

Qualifications registered as a learnership by SASSETA but quality assured by another SETA :Reason SASSETA is paying for the implementation of this qualification

NQF LEVEL SAQA ID DHET Registration No. Status

Human resources management and practices support Level 4 49691 29q290031331404 Implemented

Human resources management and practices Level 5 49692 29q290032402495 Implemented

National certificate: navigation Level 5 49950 29q290033261345

Diploma in court services management Level 5 Q190013532405 Implemented

Table 12: Qualifications registered as SASSETA learnerships but quality assured by other SETAs

Source: SASSETA ETQA

Table 11: SASSETA registered qualifications (continuued)

Chapter 4Scarce and critical skills

36

4.1 Introduction

SASSETA is a statutory body established through Skills Development Act of 1998 as amended to enable its stakeholders to advance the national and global position of the safety and security sector. Thus, the prime goal of SASSETA is to facilitate and oversee skills development in the safety and security industry.

Corrections Fraternity Priorities

During the development of the SSP the SETA engaged all the stakeholders. The SSP was developed after extensive consultative process. During the consultative process, the SETA employed a number of methodologies to gather the data. Data gathering methodologies ranged from desk top research to focus groups and interviews with key informants in the Sector. This culminated in the SSP workshop which was held on the 15 August 2013 at Gallagher Estate Convention Centre. The workshop was attended by Board members, chambers and NGOs in the sector. The consolidated list of scarce skills per sub-sector will inform different projects and learning programmes which the SETA will roll out in the medium term. Hereunder is the list of scarce and critical skills per sub-sector.

4.2 Corrections Fraternity - Chamber: Scarce and Critical Skills

The Corrections Fraternity Chamber is made up of organised employer (Department of Correctional Service) and organised labour (POPCRU). The Correctional Service focus group brainstorming their top priority skills needs.

Chairperson of the Board - Mr Abbey Witbooi and Board Members in one of the focus group sessions

One the Correctional Service focus group sessions

Scarce and critical skills4

37

Scarce and critical skills4

Occupational Code

Scarce Skills Intervention Rag Indicator

265101 Artisans (Welder, Painter, Electricians, Bricklayer) Apprenticeship/Skills Programme

263401 Clinical Psychologist Educational Degree/Continuing Professional Development

-- Hostage Negotiators Skills Programme

241104 Forensic Investigators Skills Programme

-- Fire Arm Trainers Skills Programme

541202 CCTV Surveillance Skills Programme

263205 Criminologist Educational Degree/Diploma

-- EAP Specialists (HIV/AIDS) Skills Programme

213202 Nutritionist Educational Degree /Continuing Professional Development

226201 Pharmacist Educational Degree

222104 Professional Nurses Educational Diploma/Continuing Professional Development

221101 Medical Practitioners Educational Degree

121206 Environmental Health Inspectors Educational Degree

441604 Labour Relations Practitioners Skills Programme

314201 Agricultural Technicians Educational Degree/Diploma

Corrections Fraternity

Critical Skills Intervention

Case Management through Skills Programme

Report Writing Skills Skills Programme

Investigation Skills Skills Programme

Micro Soft Package Skills Programme

Risk Management (OHS) Skills Programme

School Management Skills Programme

Foreign Language (African, SADC and Western Countries French, Spanish, Shona, Portuguese) Skills Programme

IT (system developer, business analyst and Information Security) Skills Programme

Food management Service Skills Programme

Forensic Investigation Skills Skills Programme

Court Management Skills Programme

Security Standard Skills Programme

Financial Management Skills Programme

Anti-Corruption and Work Ethics Skills Programme

Counselling Skills Programme

Source: Sector Skills Plan Workshop August (2013).

Source: Sector Skills Plan Workshop August (2013).

38

4.3 Defence Fraternity - Chamber: Scarce and Critical Skills

Defence Fraternity Chamber is comprised by the organised employer (South African National Defence Force), and organised labour (SANDU and SASFU). The Department of Defence develops its own staff to meet its unique internal demand for skills. The Department considers itself to be training organisation as all personnel are generally developed internally, firstly in general combat techniques and then specialisation afterwards. The uniqueness of the sub-sector is created by the need to ensure that staff can operate in combat mode. For example, a medical doctor, nurse or even a chef that is employed within the SA Army should be able to operate in combat mode; otherwise they are useless for the organisation.

One of the SANDF focus group sessions

39

4

Defence Fraternity Priority

Occupational Code Scarce Skills Intervention Rag Indicator16

214401 Engineers Educational Degree/Continuing Professional Development

A

315303 Pilots Educational Degree/Continuing Professional Development

A

315401 Air Space Controllers Skills Programme A

--- Artisans (diesel mechanics, Auto electricians, panel beaters, general electricians, painter, Thatcher, plumber, Upholstery and tiller)

Apprenticeship/Skills Programme

A

242401 ETDPs Practitioner Skills Programme G

213110 Medical Technologists Educational Degree/Diploma A

226201 Pharmacists Educational Degree/Diploma A

263403 Psychologists Educational Degree/Diploma G

226501 Dietician Skills Programme /Continuing Professional Development

G

264303 Languages Practitioners Skills Programme A

221102 Medical officer Educational Degree/Diploma G

-- Technical Officers (evaluation) Skills Programme /Continuing Professional Development

G

641101 Construction Workers (Civil) Skills Programme /Continuing Professional Development

G

541101 Fire Fighters Skills Programme /Continuing Professional Development

G

134503 Faculty Managers Skills Programme /Continuing Professional Development

G

226201 Pharmacists Educational Degree/Diploma G

7332 Heavy Vehicle Operators Skills Programme /Continuing Professional Development

G

226905 Biokineticist Skills Programme /Continuing Professional Development

G

315301 Navigators Educational Degree/ Diploma G

--- Aircraft Radiotricians Skills Programme /Continuing Professional Development

R

-- Aircraft Reconnaissance electro Mechanical

Skills Programme /Continuing Professional Development

R

Scarce and critical skills

16 Red = Most critical, Yellow = short term and Green = in the pipeline

40

Occupational Code Scarce Skills Intervention Rag Indicator

--- Jammer Specialist (Comms) Skills Programme /Continuing Professional Development

R

--- Jammer Specialist (Radar) Skills Programme /Continuing Professional Development

G

221102 Medical officer Educational Degree/ Diploma G

213110 Medical technologist Educational Degree/ Diploma G

263401 Psychologist Educational Degree/Continuing Professional Development

R

226601 Audiologist Educational Degree/Continuing Professional Development

G

132402 Logistician (SCM) Educational Degree/Continuing Professional Development

G

226102 Dentists Educational Degree/Continuing Professional Development

G

226602 Pathologist ( Speech therapist) Health Informatics

Educational Degree/Continuing Professional Development G

143108 Facility Managers Educational Degree/Continuing Professional Development

R

541203 ETDPs/ Military Instructors Educational Degree/Continuing Professional Development

R

684101 Divers Educational Degree/Continuing Professional Development

R

351101 FRACAS Data Analyst/ ICT/IT/ Computer Operations manager

Educational Degree/Continuing Professional Development

R

335501 Cyber Crime Investigators Skills Programme A

134603 Financial Managers Skills Programme A

263507 Forensic Social Workers Educational Degree/Continuing Professional Development

A

--- Non Destructive Tester Skills Programme R

--- Agent Handlers Skills Programme R

--- Researcher Educational DegreeR

Defence Fraternity Priority (continued)

Source: Sector Skills Plan Workshop August and bilateral engagement (2013)

41

4

Critical Skills Intervention

Mechanical Engineers Skills Programme

Helicopter Pilots Skills Programme

Aircraft Mechanic And Radio Electricians Skills Programme

Regimental Instructor Skills Programme

Training Manager Skills Programme

Cardiologist. Skills Programme

Vascular Surgeons Skills Programme

Protodontist Skills Programme

Professional Nurses Educational Diploma

Oncology Care Skills Skills Programme

Trauma Emergency Skills Programme

Occupational Nurses Educational Diploma

Defence Fraternity

Source: Sector Skills Plan Workshop August (2013)

4.4 Justice Fraternity - Chamber: Scarce and Critical Skills

Justice Fraternity Chamber comprises of organised employer (National Prosecuting Authority, Department of Justice and Constitutional Development) and organised labour (NEHAW). There are a number of factors behind demand for skills in the sub-sector, Technology is one of the driving factors in that as people commit crimes that are technological related, there is a need to ensure they are prosecuted appropriately.

Occupational Code

Scarce Skills Intervention Rag Indicator

264301 Court Interpreters Educational Degree/Continuing Professional Development G

261102 Legal Researchers Educational Degree/Continuing Professional Development A

111306 Family Advocate Skills Programme A

342402 Leadership Development Skills Programme A

241104-- Forensic Analysis and Auditing Skills Programme A

261106-- Trail Advocate Skills Programme A

341103 Paralegal Skills Programme/Continuing Professional Development A

25901-- IT Security Specialist Skills Programme A

3411-- Legal Management Skills Programme /Continuing Professional Development G

261106- Aspirant Advocate Skills Programme G

Justice Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

Scarce and critical skills

42

Critical Skills Intervention

Legal Drafting Skills Skills Programme

Legal Secretaries Skills Skills Programme

Child Justice Skills Programme

Mediation and Arbitration Experts Skills Programme

Alternative and Disputes Resolution Skills Programme

Civil Litigation Skills Programme

Financial Management Skills Programme

Trio Crimes Skills Programme

Attorney Conveyancing Skills Programme

Justice Fraternity

Source: Sector Skills Plan Workshop August (2013).

4.5 Legal Fraternity - Chamber: Scarce and Critical Skills

Legal Fraternity Chamber comprises of the organised employer (Legal Aid South Africa, Law Society of the Northern Province, Black Lawyers Association – Legal Education Centre and South African Board of Sheriffs) and organised labour.

One of the legal cluster focus group sessions

43

4

Occupational Code Scarce Skills Intervention Rag Indicator

261101 Candidate Attorneys Educational Degree/Continuing Professional Development G

261102-- Practice Management Educational Degree/Continuing Professional Development G

261102 Legal Update Skills Programme G

221101 Judicial Attorneys Skills Programme A

241103 Income Tax Specialist Educational Degree/Continuing Professional Development A

335901 Customary Law and Labour Law Educational Degree/Continuing Professional Development A

231101 Assessors and moderators Skills Programme/Continuing Professional Development G

Legal Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

Critical Skills Intervention

Numeracy and literacy Skills Skills Programme

Mediation and Arbitration (ADRM) Skills Programme

Legal Writing Skills Skills Programme

IT Skills/ Cyber Law Skills Programme

Mentorship Skills Programme

Support Staff Training Skills Skills Programme

Customer Care Skills Skills Programme

Litigation Leadership Skills Programme

Auctioneering Skills Programme

National Law Enforcement: Sheriffs Skills Programme

Judicial Attorneys Skills Programme

Insolvency Management Skills Programme

Legal Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

Scarce and critical skills

44

4.6 Policing Fraternity - Chamber: Scarce and Critical Skills

The Policing Chamber consists of South African Police Service (SAPS), Independent Police Investigative Directorate (IPID), Road Traffic Management Corporation (RTMC), and organized labour.

Occupational Code Scarce Skills Intervention Rag Indicator

SAPS

263507 Forensic Social Workers Educational Degree/Continuing Professional Development

A

335501 Cyber Crime Investigators Skills Programme A

352101 Radio Technicians ( Microwave and Tetra Technology)

Skills Programme A

264303 Sign Language Skills Programme A

311901 Forensic Crime Scene Experts Skills Programme A

341104 Criminal Record Centre Specialists/ Criminalist Experts

Skills Programme/Continuing Professional Development

A

541202 Body Fluid Dog Handlers Skills Programme A

541202 Accident Response & Scene Investigators

Skills Programme /Continuing Professional Development

A

684101 Divers Skills Programme G

311901 Scientific Analysts :- Biology Educational Degree G

211301 Scientific Analysts :- Chemists Educational Degree G

335501 Hostage Negotiators Skills Programme A

335501 Facial reconstructionists Skills Programme A

335501 Questioned Documents Skills Programme

335501 Polygraph Skills Programme A

RMTC

2164 Traffic Engineers Educational Degree/Diploma A

222115 Road Safety Researcher Educational Degree/Diploma A

214101 Road Safety Auditors Educational Degree/Diploma A

214101 Road Safety Reconstruction Skills Programme /Continuing Professional Development

A

Metro Police

335501 Accident Reconstruction Skills Programme /Continuing Professional Development

G

335501 Use of Law Enforcement Equipment Skills Programme /Continuing Professional Development

G

Policing Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

45

4

Critical Skills Intervention

IPID

Advance Management Development Programme Skills Programme

National Diploma: Policing Educational Diploma

Independent Police Investigative Directorate Manual Skills Programme

Labour Law Skills Programme

Internal Audit Conference Skills Programme

General Bid Committee Skills Programme

Introduction to VBA for Excel 2012 Skills Programme

Acquisition Management Skills Programme

Contract Management Skills Programme

Ms Excel Skills Programme

Metro Police

Examiner of Vehicles and Driving licenses Skills Programme

Advance Driving Skills Programme

Public Relations (Conflict and stress Management, Emotional intelligence) Skills Programme

ENatis Skills Programme

Patrol Techniques Skills Programme

Supervisory Course for Law Enforcers (Tactical and Strategic) Skills Programme

Firearm Instructors Skills Programme

Road Management Skills Skills Programme

SAPS

K53 Driving skills / Advance driving Skills Programme

Law Of Evidence / Statement Taking Skills Programme

Evidence Management Skills Skills Programme

Chain of Evidence Skills Skills Programme

Policing Fraternity Priorities

Scarce and critical skills

46

Policing Fraternity Priorities

Drug Identification Skills Skills Programme

Customer Care Skills Skills Programme

Crime Scene Management skills Skills Programme

ETDP Practitioners skills Skills Programme

Investigation of Serious Economic Crime Skills Programme

Stock Theft Skills Programme

Drug Investigation Skills Skills Programme

Occult Investigation Skills Skills Programme

Labour Relations skills Skills Programme

Computer skills Skills Programme

Criminal Procedure Act Skills Programme

Communication Specialist (Station) Skills Programme

Ladder Climbing skills Skills Programme

Call Centre Skills Skills Programme

RTMC

Emotional Intelligence Skills Skills Programme

Advanced Development Management Programme Skills Programme

Supervisory Course Skills Programme

Prosecutorial Training Skills Programme

Crash Investigation Course Skills Programme

IT Skills Skills Programme

Monitoring and Evaluation Skills Programme

Customer Care Skills Skills Programme

Risk Management Skills Skills Programme

Advanced Driving Skills Skills Programme

Executive Development Programme Skills Programme

Source: Sector Skills Plan Workshop August (2013).

47

4

4.7 Private Security Fraternity - Chamber: Scarce and Critical Skills

Private Security Fraternity Chamber comprises the organised employer (COSAPS, Security Industry Alliance (SIA) and South African Locksmith Association) and organised labour. Although the private security industry in South Africa is one of the fast growing industries, it’s fraught with various challenges such as: lack of compliance by the security service providers; lack of monitoring by the Regulatory Authority and tarnished the reputation of the entire security industry as a result. The demand for more private security, both physical and technological is placing the increasing importance on training.

One of the Private Security focus group sessions RTMC

NGO’s

Scarce and critical skills

48

Occupational Code

Scarce Skills Intervention Rag Indicator

541401 General Security Practice( Comprehensive Professionalization of the GSO (110 000) A

541401 Aviation Security Trainers/Officers Educational Degree/Continuing Professional Development A

-- National Key Point Trainers and Managers

Educational Degree/Continuing Professional Development A

--- Control Room Operators Skills Programme A

341109- Investigators Skills Programme

652203 Officers Locksmiths (Key Cutters) Skills Programme A

242402 Fire Arm Instructors Skills Programme/Continuing Professional Development

-- RPL Specialists Skills Programme A

143904 Security Risk Assessment Managers Skills Programme /Continuing Professional Development

243301 Sales Consultants (Guarding And Technology)

Skills ProgrammeG

------ Technicians Skills Programme/ Continuing Professional Development A

541202 Crime Analyst Skills Programme/ Continuing Professional Development A

335501 Close Protection Officers (VIP) Skills Programme/ Continuing Professional Development A

541401 Retail Security Skills Programme/ Continuing Professional Development A

541401 Gaming Security Skills Programme/ Continuing Professional Development A

-- Operations Managers (transformation) Skills Programme/ Continuing Professional Development G

541401 Security Electronic Installations Skills Programme/ Continuing Professional Development G

441401 Motorbike Reaction Officer Skills Programme/ Continuing Professional Development G

-- Assessor GSO Skills Programme/ Continuing Professional Development G

-- Facilitator GSO Skills Programme/ Continuing Professional Development G

-- RPL GSO Skills Programme/ Continuing Professional Development A

-- Assessor GSO Skills Programme/ Continuing Professional Development G

-- Moderator GSO Skills Programme/ Continuing Professional Development G

252901 Security Design Skills Programme/ Continuing Professional Development A

Private Security Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

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Critical Skills Intervention

Mining Security Skills Programme

Business Report Writing Skills Skills Programme

Customer Care Skills Skills Programme

Fire Fighting Skills And First Aid Skills Skills Programme

Fire Arm Competency Skills Programme

Numeracy and Literacy Skills Skills Programme

CCTV/ ICT Skills Programme

National Key Point Skills Programme

Court Procedures Skills Skills Programme

Supervision and Management Skills Programme

Professionalism (Behavioural) Skills Programme

Communication (Verbal/Written) Skills Skills Programme

Special Events Security Skills Programme

Human Resource Management Educational Diploma/Skills Programme

Business Management Skills Programme

Banking Security Skills Programme

Computer (Basis Level) Skills Skills Programme

Crowd Control Skills Programme

Motor Bike License Skills Programme

Woman development

Private Security Fraternity Prior

Source: Sector Skills Plan Workshop August (2013).

Scarce and critical skills

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4.8 State Security Fraternity - Chamber: Scarce and Critical Skills

The State Security Fraternity Chamber is made up of organised employer and organised labour.

State Security Fraternity Priorities

Occupational Code Scarce Skills Intervention Rag indicator

132104 Engineers Educational Degree/Continuing Professional Development

A

263401 Psychologist Educational Degree/Continuing Professional Development

A

-- Bio kinetics Skills Programme A

264303 Language Practitioner Skills Programme G

862981 Artisan Skills Programme G

242201 Intelligence Officer Skills Programme G

242201 Intelligence Operators Skills Programme/Continuing Professional Development

G

541501 Network Specialist Skills Programme G

252101 Information Security Skills Programme /Continuing Professional Development

A

241104 Forensic Investigation Skills Programme A

Source: Sector Skills Plan Workshop August (2013).

Critical Skills Intervention

Electronic Sweeping Skills Skills Programme

Polygraphics Skills Skills Programme

Locksmith Skills Skills Programme

Research Analyses Skills Programme

Facilitators/Assesors and Moderators Skills Skills Programme

OHS Skills Skills Programme

ICT Training Skills Skills Programme

Cyber Crime Investigation Skills Skills Programme

Business Analyst Skills Skills Programme

Psychometrics Skills Skills Programme

State Security Fraternity Priorities

Source: Sector Skills Plan Workshop August (2013).

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4.9 Organised Labour, CBOs and NGOs

In terms of NSDS III, Output 4.6.3.1: SETAs are expected to engage trade unions, NGOs and community-based organizations in their sector by identifying skills needs as well as strategies to address needs. SASSETA engaged almost all trade unions in the sector and their skills needs were identified accordingly. The list of Unions/NGOs skills needs are depicted below:

Occupational Code Scarce Skills Intervention Rag Indicator

341103 Paralegals Skills Programme A

441604 Labour Relations Skills Programme A

2611 LLB Degree Educational Degree G

333907 Communication and Negotiations Skills Programme G

241102 Financial Management Skills Programme G

1111 Policy Development, Analysis, Interpretation, Implementation, Evaluation and Review

Skills Programme G

1331 Information Communication Technology Specialists

Educational Degree/Continuing Professional Development

G

441604 Military Law/Labour Law Skills Programme G

121201 Human Resource Management Educational Degree/Continuing Professional Development

G

441903 Managers Office , Administration Skills Programme G

Organised Labour Priorities

Source: Sector Skills Plan Workshop August (2013).

Critical Skills Intervention

Negotiation and Bargaining Skills Programme

Conflict and Dispute resolution Skills Programme

Proceedings/Processes in CCMA Skills Programme

Economic indicators analysis and interpretation (Salary Negotiations) Skills Programme

Risk Management Skills Programme

Crisis Management Skills Programme

Case Management Systems Skills Programme

Minutes Taking Skills Skills Programme

Leadership and Management Skills Programme

Business Writing Skills Programme

HIV/Aids Skills Programme

IT Specialist Skills Programme

Source: Sector Skills Plan Workshop August (2013).

Organised Labour Priorities

Scarce and critical skills

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Occupational Code Scarce Skills Intervention Rag Indicator

341103 Paralegal Skills Programme G

121201 Human Resource Management (HR) Educational Degree/Skills Programme G

2411 Financial Accounting Educational Degree G

1331 It Specialist Educational Degree/Continuing Professional Development

G

263507 Counsellors (Social Workers) Skills Programme G

242402 Business Management Skills Programme G

243102 Communication Skills Programme G

NGOs/CBOs Priories

Source: Sector Skills Plan Workshop August (2013).

Critical Skills Intervention

Proposal Writing and Business Plan Skills Programme

Public Administration Skills Programme

Minute Taking Skills Skills Programme

Labour Relations Skills Programme

Conflict Management Skills Programme

HIV/AIDS Skills Programme

Project Management Skills Programme

NGOs/CBOs Priories

Source: Sector Skills Plan Workshop August (2013).

4.10 Conclusion

Conspicuously, the world is changing rapidly, and these changes are driven by internationalization, regionalization, intense price competition, regulation policies, labour issues, unemployment, e-commerce, economic turbulence, and heterogeneous consumer and product trends. Some of these changes have altered the way in which business operates and the types of jobs for which is a demanded.

The safety and security industry is one of the major employers and therefore, the skills development in the sector is of critical importance. The main purpose of the sector skills plan (SSP) is to guide and inform skills initiatives in the sector. Furthermore, SSP is to guide and inform skills initiatives in the sector. It is therefore important that a thorough research process and extensive stakeholder’s consultation and engagement be done to ensure the implementation of the SSP achieves its intended objectives and outcomes.

Good planning not only relies on corporate goals, but it also means identifying and nurturing people with the potential to excel in their assigned roles. We cannot continue doing the same thing and expect different outcomes. This is a high time for government, businesses, trade unions and all social players to invest differently on skills development and transformation to reduce the unemployment rate especially amongst youth.

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5.1 Introduction

This section sets out the strategic objectives and outputs identified to ensure successful and progressive skills development in the safety and security sector.

SASSETA’s high level organisational structure

Chief Executive Officer Manana Moroka

•Corrections •Defence •Intelligence •Justice

•Legal •Policing • Private Security

Skills Development Senior Manager Solly Ngoasheng

• Skills Planning • Skills Administration • Chamber Administration

Skills Implementation Senior Manager Makubetse Sekhonyane

• Learning Programmes • ETQA • Projects Office

Finance Acting CFO Sithembiso Ngwenya

• Finance Management • Supply Chain Management

Corporate Services Acting Senior Manager Corporate Services Vukani Memela

• Human Resources • Marketing and Communications • ICT

Board Chairperson - Abbey Witbooi

5.2 Vision, mission and values of SASSETA

Vision To be the leaders in skills development for safety and security.

Mission

Education and training authority that ensures quality provision of skills development and qualifications for South African citizens in the safety and security environment through effective and efficient partnerships.

Values

As an organization, we are guided by the following values:

Value Behavior

Transparency Our programmes and services are easy to access and understand. Our decisions and actions are clear, reasonable and open to examination.

Fairness Those we serve and those we work with are treated equally and without prejudice and bias, and in a timely manner.

Professionalism We are professionals, well trained in our specialties, committed to service excellence, and dedicated to the successful accomplishment of our mission.

Quality We constantly seek opportunities to improve our services and products. Quality and continuous improvements are an integral part of our daily operations.

Teamwork We work as a team and value the contributions of each individual. We know that our people are our most important resource.

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5.3 Institutional strategic goals

The following strategic goals for the SASSETA have been outlined in the SETA’s strategic plan.

Strategic Outcome Oriented Goal Goal statement

A credible institutional mechanism for skills Planning

A credible institutional mechanism for skills Planning within the safety and security sector established within 5 years.

FET Colleges & Universities that is responsive to the needs of the sector.

Increased growth and capacity of FET colleges to provide relevant programmes within the sector

Employability of youth in the sector Empowerment of youth with skills development opportunities enabling them to be marketable in the labour market

Skilled and productive workforce in the safety and security sector

Enhanced productivity in the safety and security sector through implementation of skills development interventions

Optimal capacitated SMMEs, Trade Unions, CBOs, CBCs and NGOs in the safety and security sector

Improved skills targeting identified skills needs for cooperatives, small business, Unions, NGOs and CBO to fulfill and sustain their mandate.

Improved skills development service in the sector

Effective and efficient service delivery through Corporate Governance and Institutional Capacity by 2015

5.4 Institutional strategic risk

The following risks have been raised in the SASSETA strategic plan:

Work Area Risk

Partnerships with FET colleges and HET institutions

FET Colleges and Universities not ready to enter into partnerships to train on SASSETA qualifications and no legislative mandate compelling them to do so.

Implementation of learnerships Late allocation of discretionary funds resulting in employers failing to provide the learner lists timeously.

Implementation of artisans Lack of available opportunities to gain experiential learning

Implementation of internships and work integrated learning

Financial constraints in the corporate SASSETA budget.

Implementation of bridging programmes Late allocation of discretionary funds resulting in employers failing to provide the learner lists timeously.

Increased career awareness Financial constraints

Skills development for SMMEs, Trade Unions, CBOs, CBCs and NGOs

SMMES may not be able to release staff for training due to their capacity constraints.

Reviewed and aligned occupationally directed qualifications in partnership with employers

Stakeholders able to partner due to financial constraints. Traffic Law enforcement not contributing due to Sic codes still being with Local Government SETA.

Bursaries SASSETA grant disbursement dates do not correspond with HET registration dates causing delayed implementation.

Partnerships to deliver against transformational imperatives

Financial constraints

Monitoring and evaluation of funded projects Lack of internal capacity

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Strengths Weaknesses Opportunities Threats

Adequate communication

infrastructure

Organisational business processes and systems not in line with NSDSIII

Pivotal grants funding window Reduced levy income

Government Departments are contributing 0.01% to SETA administration budget

Change of IT systems Switching to e-service delivery Non contribution by new SIC Code allocated to SASSETA

Staff development Limited budget for discretionary grants projects

Investment in technological infrastructure

Staff uncertainty of re-structuring process

5.5 SWOT analysis

5.6 Sector development strategy: Strategic objectives and outputs

Strategic Objective 1: Safety and Security Sector institutional mechanism for skills planning developed

A credible institutional mechanism for skills planning is developed to provide reliable information on supply and demand for skills in the Safety and Security sector

The SASSETA has an important role to play in developing a credible system for skills planning and labour market analysis as identified in the NSDSIII. Research is a critical component of developing that system and work must start immediately on ensuring that such a system clearly articulating the labour supply and demand is developed.

Output 1: Information management capacity strengthened to enable better skills planning

The SASSETA needs to consolidate all the data it has to identify gaps. The information management function within the SASSETA has recently been restructured to make it more responsive to business needs. In addition, the forthcoming realignment of the research function will ensure that there is a holistic view of information in the organisation. There will be analysis capacity required to map the data from learning programmes with data from WSPs and ATRs. Research should be focussed on gaps identified. In addition, the SASSETA receives data from various sources and there is a requirement for consolidation of such data to derive intelligence and insights.

Achieving this output will involve:

• Restructuring of the research function to build labour market analysis forecasting and trends in demand for skills.

• Capacitation of the IT function to manage the SASSETA information effectively.

• Development and sourcing of systems and IT tools for better coordination and analysis of data.

Output 2: Comprehensive research conducted annually in each sub-sector to establish skills needs.

There will be focus on sourcing labour market demand data from the members of the SETA. The SASSETA needs to understand current and anticipated changes in demand for key occupations especially in relation to attrition as a result of: age of employees; morbidity; and other terminations. In respect of other terminations there will be focus on understanding why that happens. The SASSETA will also have to build a comprehensive profile of the sector around qualification levels, race, gender, disability, earnings levels, entry level qualifications and other recruitment criteria; problems in filling posts; career paths, etc. There is a need for specific research that identifies trends and developments in each sub-sector. Once all this data is obtained there needs to be systematic organisation of the data and analysis to inform planning.

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Achieving this output will involve:

• By 2017, facilitating processes to enable at least 80% of large, 60% of medium sized and 40% of small firms to submit WSPs and ATRs to the SETA.

• Intensive research conducted about how the sector interfaces with the green economy.

• Research conducted to understand the extent of CBOs, trade unions and NGOs that operate within the sector as well as their skills needs.

• Structured sourcing of data about employers and learners participating in learning programmes.

• An annual survey of member organisations to obtain data, identify blockages and bottlenecks in the SETA processes and obtain pointers for further research

• The facilitation of stakeholder focus groups and workshops in sub-sectors and chambers conducted in a structured manner and providing usable research data.

• Working relationships with organisations like Stats SA, Institute for Security Studies, PSIRA and the HET sector around obtaining market data and conducting research where there are gaps.

• An annual programme of key informant interviews for the purpose of in-depth engagement of issues and challenges in the sector.

Output 3: Supply side challenges identified and set out in the Sector Skills Plan.

Achieving this output will involve:

• Discussions held with law societies, bar councils, PSIRA and other bodies to explore supply challenges and define the role of the professional body, the SASSETA, QCTO and other stakeholders in the quality assurance of sector relevant programmes.

• Mentors, coaches and unemployed graduates with qualifications relevant to the sector identified and a database developed.

• Discussions held with constituent government departments about how to best facilitate skills development within the public sector.

• Structured research conducted to identify areas where qualifications are required to avoid developing qualifications that would not have uptake.

• Continuously identify and update information on available and relevant training programmes provided by Universities, Universities of Technology and FET colleges and

• Gaps in training programmes provided by UOTs, FETs and HEIs identified and constant engagement to ensure that such programmes continue meet sector needs as markets evolve, and

• Gaps in FET provision of programmes that meet sector needs identified and FET colleges assisted to develop programmes aligned to qualifications to meet skills demand, especially in rural provision.

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Supporting constituent members to develop HRD capacity to ensure improved productivity in the workplace

There is a mix of public and private sector organisations in the sector with varying needs and priorities. A number of challenges have been identified in respect of workplace skills planning, especially the use of the organising framework of occupations (OFO) and the identification of scarce and critical skills.

This has often led to confused or inaccurate workplace skills plans being developed. In the public sector workplace skills plans are typically coordinated at regional or provincial level then consolidated at national level. This creates a few problems including poor data integrity and regional priorities losing meaning.

Given that the government departments and public sector organisations do not contribute a full 1% of their levies to the SASSETA and are responsible for their specific skills development efforts, there needs to be appropriate interventions to improve capacity and supports how skills development is conducted. There have also been reported problems of lack of retention of skills as well as poor succession planning. The sector constituents need to develop sufficient capacity to be able to conduct workplace skills planning and human resource development in a more coordinated and efficient manner.

Output 1: Workplace skills planning is improved

• Achieving this output will involve: Internal skills development facilitators are capacitated to develop quality workplace skills plans.

• The use of the OFO is mainstreamed across the sector so that there is universal understanding on how to use the tool.

• Mapping and alignment of jobs with the OFO is facilitated across all constituent government departments.

• Support for the development and submission of regional workplace skills plans by government departments is provided.

Output 2: Human resource development challenges are identified and appropriate support provided

Achieving this output will involve:

• Capacity is created amongst the HRD staff in the public sector so that they are able to identify and open up opportunities for training in the public space.

• Appropriate interventions are designed to develop the capacity of HRD staff in the public service.

• Reasons for a lack of retention of staff identified and appropriate mitigating strategies and solutions are identified and implemented.

Output 3: Inter SETA collaboration coordinated and development of scarce and critical skills that fall in the ambit of other SETAs addressed.

Achieving this output will involve:

• Scarce and critical skills that fall in other sectors are identified and problems with capacity determined.

• SETAs that quality assures the qualifications which address scarce skills are engaged and bottlenecks are identified and addressed.

• Processes for quality assuring the implementations of learning programmes that fall within other SETAs are streamlined.

Strategic Objective 2: Capacity of Human Resource Development Units strengthened

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The SASSETA operates on a very minimal budget whilst demand for skills development interventions in both the public and private sector is mounting. There have been complaints that the SETA does not provide sufficient learning opportunities, even complaints from public sector organisations that do not pay their full 1% levies to the SETA.

The organisations across various sub-sectors of the SETA acknowledge that there are limited resources and funding skills development using their own budgets. Unfunded learnerships are not unheard of in the sector and this implies that organisations in the sub-sectors are consciously identifying priority skills areas and conducting their own training. Within the public sector where there are internal academies and training centres, training is mainly funded from internal budgets.

Against the backdrop of limited resources and increased demand, the SASSETA needs to prioritise its efforts and not try to spread itself too thinly as there may not be tangible impact in the sector and in the sub-sectors if such an approach is adopted.

One of the challenges that the SASSETA has encountered during the period of NSDSII was to assess priorities in relation to scarce skills. This is an important issue as a scarce skill requires a lengthy period of training often at a higher NQF level, and therefore involves significant cost.

It is important when allocating resources to such programmes that those emerging from the programmes find employment within the sector. Whilst it is not the task of the SASSETA to find employment for learners graduating from programmes it is the responsibility of the SASSETA to prioritise programmes where the demand is such that graduates do find work on completion of their programmes. This means that the SASSETA must have a sound and solidly researched basis for the scarce skills list produced annually in the SSP.

Output 1: Sub-sector development needs identified and agreed annually.

Achieving this output will involve:

• A thorough and well informed PESTEL analysis produced annually for each sub-sector and endorsed by Chambers.

• Skills development needs of SMMEs, Trade Unions, CBOs, CBCs and NGOs in the safety and security sector identified.

• The main occupations in each sub-sector captured using OFO categories.

• Available sub-sector WSPs and ATRs analysed and summarised and priority skills needs identified.

• Sub-sector specific research – pro-actively identifying gaps in information, planning appropriate research projects.

Output 2: Priority scarce and critical skills identified to inform funding of programmes aligned to full qualifications (learnerships, apprenticeships, bursaries, support for UoT work integrated learning and internships for unemployed graduates).

Achieving this output will involve:

• Research and supply and demand data analysed and interpreted within each sub-sector.

• Views and inputs from industry obtained and analysed.

• Data obtained from provinces and municipal districts via PSDF forums, clusters, SDFs, and regional variations documented.

• Mapping of OFO with HR systems conducted and OFO templates completed to enable cross sector analysis and planning.

• Independent research conducted where data gaps exist and the research engaged with in the sub-sectors and chambers.

• Agreement on priority scarce skills brokered in chamber stakeholder meetings.

Scarce skills are identified, documented and explained, and appropriate interventions are put in place to address this challenge

Strategic Objective 3: Supply of scarce and critical skills improvedd

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Output 3: Appropriate programmes agreed to address the scarce a critical skills needs.

Achieving this output will involve:

• The most appropriate and cost effective interventions required to address scarce skills (learnerships; apprenticeships; bursaries; work integrated learning, internships) identified and agreed.

• Targets and plans agreed, taking account of equity, transformation and development challenges and targets.

• Agreements and MoU’s entered into with other SETAs to address artisanal skills and cross-sectoral scarce skills.

Output 4: Skills development support provided to SMMEs, Trade Unions, CBOs and NGOs operating in the safety and security sector

Achieving this output will involve:

• A basket of learning interventions targeting SMMEs, Co-operatives, CBOs and NGOs developed to address skills development needs.

• Access to information facilitated for the SMMEs regarding opportunities on how to grow their businesses.

Output 5: Unemployed graduates targeted for re-skilling to address scarce and critical skills needs

Achieving this output will involve:

• Learning Programmes to re-skill and re-tool unemployed graduates identified and agreed.

• Targets and plans developed for the various sub-sectors of the SASSETA.

Strategic objective 4: Quality education and training provision

Skills development provision challenges are identified and addressed to ensure improved access to quality and relevant education and training in the sector including in rural areas

The sector relies on public and private providers for education and training in the sector. There have been a number of challenges identified with the quality of LLB graduates and there needs to be improvements in that regard. The SASSETA is establishing formal partnerships with universities, especially their law faculties to address the challenge of poor quality of LLB graduates.

Moreover there is a reported proliferation of “fly by night” providers, especially in the private security sector who engage in the issuing of certificates without due processes. The private security industry has complained about the slow processes involved in the SASSETA ETQA processes and the reported backlogs in the issuing of certificates and accreditation of assessors and moderators. The SETA would have to improve its processes especially as the sub-sector migrates towards SASSETA accredited qualifications and skills programmes.

The FETCs are currently offering some qualifications that are related to the sector. There needs to be some analysis to determine if such programmes meet the needs of the sector organisations. The FETCs could also serve as a good platform for offering SASSETA accredited qualifications that address scarce skills needs in the sector. By focussing on FETCs in rural areas, the SETA can improve accessibility of training. The FETCs may however lack the capacity to offer such programmes and the SETA may need to support them to ensure they meet quality requirements of provision. The SASSETA is currently working with four FET colleges in KwaZulu-Natal and there are plans to establish more formal partnerships in other provinces.

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The SASSETA in the past developed many sector relevant qualifications, and worked closely with SAQA and the Standard Generating Bodies that were established to do this work. In recent years many of these qualifications and unit standards have passed their expiry date and have not been redeveloped. Recently there has been a move towards the development of occupational qualifications linked to the QCTO.

Output 1: Relevant qualificationsess sector needs are identified

Achieving this output will involve:

• Scarce and critical skills are analysed and the most relevant interventions to address these are identified.

• Gaps are identified across qualifications quality assured by the SETA ETQA and those offered by universities and FET colleges and these are documented and proposed for either development of new, or revision of existing qualifications.

• Qualification utilisation rates determined to identify which ones will require new occupational qualifications to be developed, and

• SASSETA plan and budget agreed for the review or development of priority qualifications and unit standards.

Output 2: Partnerships entered into with FET, HET and NGO providers to improve their capacity and address skills needs in the sector, especially in rural areas.

Achieving this output will involve:

• Formal agreements with FETCs and HEIs to offer qualifications for addressing scarce and critical skills needs entered into

• Challenges in provision amongst FETCs and HEIs identified and addressed to improve their capacity to deliver quality and relevant programmes.

• Access courses and bridging programmes are developed and promoted to facilitate entry to higher level programmes.

• Procurement and grant-making processes reviewed to enable appropriate and procurement compliant partnerships to be developed.

• Articulation supported to higher level qualification: credits gained in SASSETA funded programmes to count towards other career related qualifications.

• Marketing and advocacy campaign to raise understanding of FET and HE offerings to meet industry needs, and

• Bursary processes streamlined and marketed so that learners from rural areas know how to access them

Output 3: Learning opportunities for youth and unemployed graduates are opened up, especially in rural areas

Achieving this output will involve:

• Learning opportunities in scarce skills areas are created for youth in FETCs and HETs in rural areas so that they have the skills to enter the labour market

• Unemployed graduates are offered additional skills in scarce skills areas to enable them to access economic opportunities

Output 4: SASSETA roles and responsibilities in terms of QCTO and NAMB processes agreed and necessary support given to providers

Achieving this output will involve:

• SASSETA role as a Quality Management Partner within the QCTO realm agreed and operationalised

• Necessary support is provided to education and training providers operating in the sector in respect of QCTO and NAMB processes

• QA processes are reviewed and improved to ensure effective and efficient service provision to the sector stakeholders

• The role of sector professional and regulatory bodies in skills development clarified

• The role of the SASSETA in the professionalization of the sub-sectors is clarified and agreed

• SASSETA ETQA programme aligned to the sub-sector development needs is developed

Output 5: Sources of education and training supply identified

Achieving this output will involve:

• Identify suppliers of education and training (HE; FET; private and NGO providers) who offer programmes relevant to the needs of the sector

• Research conducted on sector-relevant programmes of FET and HE institutions, including gaps and weaknesses that would need to be addressed to meet sector needs

• Accreditation and/or programme approval of relevant FET qualifications and programmes (e.g. Some N courses) with support and guidance provided where requirements are not immediately met

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The sector is blessed with member organisations that are spread across all corners of the country. Whereas the SETA has limited resources to fund training, there needs to be focus on identifying workplaces that can be used as training spaces. Whilst some workplaces in the sector are of high security in nature and require clearances, there are many that can be effectively be used as training spaces.

The Departments of Corrections, Justice, Defence and the SAPS have stations and workplaces across the country which could be used effectively as training spaces, exposing young and unemployed people to the professional environments and experiential learning opportunities.

Government is in the process of investing hundreds of billions in the strategic infrastructure projects (SIPs). These initiatives are going to provide environment conducive for learning and experiential learning. It will be imperative to identify all opportunities that are relevant to the sector presented by the SIPs. Moreover there will be a need to ensure a coordinated inter-Seta collaboration to address seize the SIPs opportunities as well as other cross sectoral challenges.

Output 1: Workplace learning and experience opportunities identified in the SIPs and strategies developed to place learners

Achieving this output will involve:

• Analysis conducted of all SIPs and interfaces with the safety and security sector identified

• Inter-seta collaboration to develop key messages and processes around skills development put in place with clear guidelines

• Opportunities for learning and workplace experience identified

• Lead departments for the implementation of the SIPs identified and engaged to ensure that skills development requirements are addressed and mainstreamed during procurement processes

Output 2: Workplace learning and experience opportunities identified in rural and urban areas.

Achieving this output will involve:

• Workplace training and experience placement opportunities identified in each sub-sector including work integrated learning opportunities for students and work experience opportunities for lecturers – FET colleges and technology diplomas

• Unemployed graduates identified and placed for experiential learning opportunities in scarce skills occupations

• Coaches, mentors and workplace assessors trained to enhance experiential learning and credit workplace learning

• PIVOTAL and other grants made available to support experiential learning opportunities

• Workplace learning and experience monitored and improved to enhance competence

Strategic Objective 5: Expanded Workplace Provision

More learning opportunities for the youth and unemployed graduates are opened up in the sector including utilising the public sector as a training space

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There has been limited evaluation research conducted to determine the outcomes and impact of the extensive skills development interventions in the sector. Each year the SASSETA spends millions of rand whilst public sector organisations in the sector spend hundreds of millions of rand of their ring-fenced 1% skills levy on skills development interventions. It is essential that stakeholders within the sector and others charged with oversight responsibilities are provided with evidence of outcomes and impact arising from SASETA funded interventions. There has been several complaints about lack of relevance, contextual understanding and quality of training provided in the sector and there needs to be systems and processes to guard against that as well as development of early warning signals to pick up problematic provision. It will be important to measure if the investment in skills development is yielding positive returns for the sector.

Output 1: Impact studies and evaluations conducted to understand the impact of the learning programmes in the sector

Achieving this output will involve:

• Impact evaluations of SETA funded programmes conducted

• Tracer studies conducted on employed and unemployed learners who participated in SETA funded learnership, internship and other programmes

• Unemployed learners who have completed SASSETA programmes identified for matching with employers in the public sector requiring entry level recruits for further training, for instance; Police, Corrections, Defence, and Traffic & Metro Policing.

• Analysis of unfunded learnerships conducted.

Output 2 Systems and processes within the SASSETA for the monitoring of SASSETA funded skills development are reviewed and strengthened.

Achieving this output will involve:

• An effective programme evaluation system linked to a management information system put in place.

• A programme of baseline studies and impact evaluations is developed and agreed for the period of NSDSIII.

• Checks and balances as well as a system of early warning signals are put in place for monitoring training provision

• A comprehensive report is produced on the outcomes and impact of SASSETA funded training during the period of NSDSII.

Output 3 Safety and security public sector spend in skills development analysed.

Achieving this output will involve:

• Analysis of spend of the ring-fenced 1% levy by constituent public sector organisations conducted

• Return on investment on public sector spend on skills development is conducted

• Value for money analysis is conducted to determine the cost effectiveness of providers used in the public service including Palama and private providers.

Strategic Objective 6: Monitoring & Evaluation of skills development interventions

Impact of skills development interventions across the safety and security sector is measured and key learnings for improvement are obtained

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5.7 Conclusion

The establishment of SASSETA has addressed the long-standing need for the provision of skills development within the safety and security sector by a recognised and formalised entity. This Strategic Plan represents SASSETA’s “s philosophy and Strategic Framework. The functional outputs, timeframes and costs constitute the basis for SASSETA”s budget and financial forecasts for the period 1 April 2013 to 31 March 2014.The Strategic Plan should be regarded as a dynamic plan, which will continue to evolve in response to factors, which influence and impact on the sector’s needs, as well as changes in legislation.

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ngth

ened

to

enab

le b

ette

r sk

ills

plan

ning

• R

estr

uctu

ring

of th

e re

sear

ch fu

nctio

n to

bui

ld la

bour

m

arke

t ana

lysi

s fo

reca

stin

g an

d tr

ends

in d

eman

d fo

r sk

ills

• C

apac

itatio

n of

the

IT fu

nctio

n to

man

age

the

SA

SS

ETA

in

form

atio

n ef

fect

ivel

y

• D

evel

opm

ent a

nd s

ourc

ing

of s

yste

ms

and

IT to

ols

for

bett

er c

oord

inat

ion

and

anal

ysis

of d

ata

• R

esea

rch

unit

rest

ruct

ured

• IT

Sys

tem

s an

d pr

oces

ses

for

info

rmat

ion

man

agem

ent i

n pl

ace

Res

earc

h un

it fu

lly s

taffe

d•

Qua

lity

of r

epor

ts p

rodu

ced

• Q

ualit

y an

d in

tegr

ated

nat

ure

of d

ata

Out

put 2

: C

ompr

ehen

sive

re

sear

ch c

ondu

cted

an

nual

ly in

eac

h su

b-se

ctor

to

esta

blis

h sk

ills

need

s.

• B

y 20

17, f

acili

tatin

g pr

oces

ses

to e

nabl

e at

leas

t 80%

of

larg

e, 6

0% o

f med

ium

siz

ed a

nd 4

0% o

f sm

all f

irms

to

subm

it W

SP

s an

d A

TRs

to th

e S

ETA

• In

tens

ive

rese

arch

con

duct

ed a

bout

how

the

sect

or

inte

rfac

es w

ith th

e gr

een

econ

omy

• R

esea

rch

cond

ucte

d to

und

erst

and

the

exte

nt o

f CB

Os,

tr

ade

unio

ns a

nd N

GO

s th

at o

pera

te w

ithin

the

sect

or

as w

ell a

s th

eir

skill

s ne

eds

• S

truc

ture

d so

urci

ng o

f dat

a ab

out e

mpl

oyer

s an

d le

arne

rs p

artic

ipat

ing

in le

arni

ng p

rogr

amm

es

• A

n an

nual

sur

vey

of m

embe

r or

gani

satio

ns to

obt

ain

data

, ide

ntify

blo

ckag

es a

nd b

ottle

neck

s in

the

SET

A

proc

esse

s an

d ob

tain

poi

nter

s fo

r fu

rthe

r re

sear

ch

• Th

e fa

cilit

atio

n of

sta

keho

lder

focu

s gr

oups

and

w

orks

hops

in s

ub-s

ecto

rs a

nd c

ham

bers

con

duct

ed in

a

stru

ctur

ed m

anne

r an

d pr

ovid

ing

usab

le r

esea

rch

data

• W

orki

ng r

elat

ions

hips

with

org

anis

atio

ns li

ke S

tats

SA

, In

stitu

te fo

r S

ecur

ity S

tudi

es, P

SIR

A a

nd th

e H

ET s

ecto

r ar

ound

obt

aini

ng m

arke

t dat

a an

d co

nduc

ting

rese

arch

w

here

ther

e ar

e ga

ps

• A

n an

nual

pro

gram

me

of k

ey in

form

ant i

nter

view

s fo

r th

e pu

rpos

e of

in-d

epth

eng

agem

ent o

f iss

ues

and

chal

leng

es in

the

sect

or

• A

n in

crea

se in

the

num

ber

of

WS

Ps

and

ATR

s su

bmitt

ed

each

yea

r

• Q

ualit

y da

ta a

bout

abu

t the

gr

een

econ

omy

in th

e se

ctor

• U

nder

stan

ding

of C

BO

s,

NG

Os

and

trad

e un

ions

that

op

erat

e in

the

sect

or

• Le

arne

r an

d em

ploy

er d

ata

easi

ly a

cces

sibl

e

• Q

ualit

y da

ta a

bout

ski

lls

deve

lopm

ent b

lock

ages

so

urce

d

• W

orki

ng r

elat

ions

hips

with

S

TATS

SA

and

uni

vers

ities

• N

umbe

r of

WS

Ps

• N

umbe

r of

mem

ber

orga

nisa

tions

usi

ng P

orta

l

• N

umbe

r of

org

anis

atio

ns

prov

idin

g re

leva

nt d

ata

• S

urve

y re

turn

s

• N

umbe

r of

focu

s gr

oups

per

su

b se

ctor

• N

umbe

r of

org

anis

atio

ns

part

icip

atin

g in

pro

gram

mes

an

d co

mpl

etin

g da

ta s

heet

s

• N

umbe

r of

inte

rvie

ws

per

sub-

sect

or

• Q

ualit

y an

d us

abili

ty o

f the

da

ta b

eing

sou

rced

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

Str

ateg

ic O

bjec

tive

(SO

)1: S

afet

y an

d S

ecur

ity S

ecto

r in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

dev

elop

ed

A c

redi

ble

inst

itutio

nal

mec

hani

sm fo

r sk

ills

plan

ning

is

dev

elop

ed to

pr

ovid

e re

liabl

e in

form

atio

n on

su

pply

and

dem

and

for

skill

s in

the

Saf

ety

and

Sec

urity

se

ctor

Out

put 3

: Sup

ply

side

ch

alle

nges

iden

tifie

d an

d se

t out

in th

e S

ecto

r S

kills

Pla

n.

• Dis

cuss

ions

hel

d w

ith la

w s

ocie

ties,

bar

cou

ncils

, PS

IRA

an

d ot

her

bodi

es to

exp

lore

sup

ply

chal

leng

es a

nd d

efin

e th

e ro

le o

f the

pro

fess

iona

l bod

y, th

e S

AS

SET

A,

QC

TO a

nd

othe

r st

akeh

olde

rs in

the

qual

ity a

ssur

ance

of s

ecto

r re

leva

nt

prog

ram

mes

• M

ento

rs, c

oach

es a

nd u

nem

ploy

ed g

radu

ates

with

qu

alifi

catio

ns r

elev

ant t

o th

e se

ctor

iden

tifie

d an

d a

data

base

de

velo

ped

• D

iscu

ssio

ns h

eld

with

con

stitu

ent g

over

nmen

t dep

artm

ents

ab

out h

ow to

bes

t fac

ilita

te s

kills

dev

elop

men

t with

in th

e pu

blic

sec

tor

• S

truc

ture

d re

sear

ch c

ondu

cted

to id

entif

y ar

eas

whe

re

qual

ifica

tions

are

req

uire

d to

avo

id d

evel

opin

g qu

alifi

catio

ns

that

wou

ld n

ot h

ave

upta

ke

• C

ontin

uous

ly id

entif

y an

d up

date

info

rmat

ion

on a

vaila

ble

and

rele

vant

trai

ning

pro

gram

mes

pro

vide

d by

Uni

vers

ities

, U

nive

rsiti

es o

f Tec

hnol

ogy

and

FET

colle

ges

and

• G

aps

in tr

aini

ng p

rogr

amm

es p

rovi

ded

by U

OTs

, FET

s an

d H

EIs

iden

tifie

d an

d co

nsta

nt e

ngag

emen

t to

ensu

re th

at s

uch

prog

ram

mes

con

tinue

mee

t sec

tor

need

s as

mar

kets

evo

lve

• G

aps

in F

ET p

rovi

sion

of p

rogr

amm

es th

at m

eet s

ecto

r ne

eds

iden

tifie

d an

d FE

T co

llege

s as

sist

ed to

dev

elop

pro

gram

mes

al

igne

d to

qua

lific

atio

ns to

mee

t ski

lls d

eman

d, e

spec

ially

in

rura

l pro

visi

on

• Cla

rity

of th

e ro

le o

f the

SET

A

• Ide

ntifi

catio

n of

men

tors

and

gr

adua

tes

• Im

prov

ed e

ngag

emen

t with

go

vern

men

t dep

artm

ents

• A

ppro

pria

te in

terv

entio

ns fo

r sk

ills

deve

lopm

ent

• Fre

quen

cy o

f upd

atin

g FE

T an

d H

ET tr

aini

ng o

ppor

tuni

ties

• Im

prov

ed p

rovi

sion

of S

AS

SET

A

prog

ram

mes

by

FET

colle

ges

• N

umbe

r of

gra

duat

es a

nd

men

tors

per

sub

sect

or

• N

umbe

r of

dis

cuss

ions

hel

d w

ith

gove

rnm

ent d

epar

tmen

ts

• In

terv

entio

ns id

entif

ied

per

sect

or

• A

ll le

arni

ng o

ppor

tuni

ties

rele

vant

to

the

sect

or id

entif

ied

• N

umbe

r of

SA

SS

ETA

pr

ogra

mm

es o

ffere

d by

FET

co

llege

s

• D

ata

inte

grity

of t

he

data

base

• Ty

pes

and

rele

vanc

e of

pe

ople

in th

e da

taba

se

• D

ecis

ions

and

w

ay fo

rwar

d fr

om

enga

gem

ent w

ith

gove

rnm

ent d

epar

tmen

ts

• R

elev

ance

of

inte

rven

tions

• Q

ualit

y of

trai

ning

out

put

by F

ET c

olle

ges

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

2: C

apac

ity o

f Hum

an R

esou

rce

Dev

elop

men

t Uni

ts s

tren

gthe

ned

Sup

port

ing

cons

titue

nt m

embe

rs

to d

evel

op H

RD

ca

paci

ty to

ens

ure

impr

oved

pro

duct

ivity

in

the

wor

kpla

ce

Out

put 1

: Wor

kpla

ce

skill

s pl

anni

ng is

im

prov

ed

• In

tern

al s

kills

dev

elop

men

t fac

ilita

tors

are

cap

acita

ted

to d

evel

op q

ualit

y w

orkp

lace

ski

lls p

lans

• Th

e us

e of

the

OFO

is m

ains

trea

med

acr

oss

the

sect

or s

o th

at th

ere

is u

nive

rsal

und

erst

andi

ng o

n ho

w to

use

the

tool

• M

appi

ng a

nd a

lignm

ent o

f job

s w

ith th

e O

FO

is fa

cilit

ated

acr

oss

all c

onst

ituen

t gov

ernm

ent

depa

rtm

ents

• S

uppo

rt fo

r th

e de

velo

pmen

t and

sub

mis

sion

of

regi

onal

wor

kpla

ce s

kills

pla

ns b

y go

vern

men

t de

part

men

ts is

pro

vide

d

• M

ain

occu

patio

ns c

aptu

red

usin

g O

FO

• W

SP

s an

d A

TRs

anal

ysed

. P

riorit

y sk

ills

need

s id

entif

ied

• N

umbe

r of

WS

Ps

subm

itted

• Q

ualit

y of

WS

P d

ata

rece

ived

Out

put 2

: Hum

an

reso

urce

dev

elop

men

t ch

alle

nges

are

id

entif

ied

and

appr

opria

te s

uppo

rt

prov

ided

• C

apac

ity is

cre

ated

am

ongs

t the

HR

D s

taff

in th

e pu

blic

sec

tor

so th

at th

ey a

re a

ble

to id

entif

y an

d op

en

up o

ppor

tuni

ties

for

trai

ning

in th

e pu

blic

spa

ce

• A

ppro

pria

te in

terv

entio

ns a

re d

esig

ned

to d

evel

op th

e ca

paci

ty o

f HR

D s

taff

in th

e pu

blic

ser

vice

• R

easo

ns fo

r a

lack

of r

eten

tion

of s

taff

iden

tifie

d an

d ap

prop

riate

miti

gatin

g st

rate

gies

and

sol

utio

ns a

re

iden

tifie

d an

d im

plem

ente

d

• Im

prov

ed id

entif

icat

ion

of

oppo

rtun

ities

for

trai

ning

• D

evel

opm

ent o

f HR

D s

taff

• Im

prov

ed s

trat

egie

s fo

r re

tent

ion

of s

taff

• N

umbe

r of

HR

D s

taff

capa

cita

ted

• N

umbe

r of

opp

ortu

nitie

s id

entif

ied

• %

impr

ovem

ent i

n re

tent

ion

• R

eten

tion

in s

carc

e sk

ill

area

s

Out

put 3

: Int

er

SET

A c

olla

bora

tion

coor

dina

ted

and

deve

lopm

ent o

f sc

arce

and

crit

ical

sk

ills

that

fall

in th

e am

bit o

f oth

er S

ETA

s ad

dres

sed

• S

carc

e an

d cr

itica

l ski

lls th

at fa

ll in

oth

er s

ecto

rs a

re

iden

tifie

d an

d pr

oble

ms

with

cap

acity

det

erm

ined

• S

ETA

s th

at q

ualit

y as

sure

the

qual

ifica

tions

whi

ch

addr

ess

scar

ce s

kills

are

eng

aged

and

bot

tlene

cks

are

iden

tifie

d an

d ad

dres

sed

• P

roce

sses

for

qual

ity a

ssur

ing

the

impl

emen

tatio

ns o

f le

arni

ng p

rogr

amm

es th

at fa

ll w

ithin

oth

er S

ETA

s ar

e st

ream

lined

• S

carc

e an

d cr

itica

l ski

lls

that

fall

in o

ther

sec

tors

are

id

entif

ied

annu

ally

• En

gage

men

t with

oth

er

SET

As

• P

roce

sses

for

QA

and

im

plem

enta

tion

agre

ed a

nd

deve

lope

d

• Q

ualit

y of

pro

cess

es

for

hand

ling

inte

r se

ta

impl

emen

tatio

n

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

3: S

uppl

y of

sca

rce

and

criti

cal s

kills

impr

oved

Sca

rce

and

criti

cal

skill

s ar

e id

entif

ied

and

addr

esse

d in

the

safe

ty a

nd s

ecur

ity

sect

or

Out

put 1

:

Sub

-sec

tor

deve

lopm

ent n

eeds

id

entif

ied

and

agre

ed

annu

ally

.

• A

thor

ough

and

wel

l inf

orm

ed P

ESTE

L an

alys

is p

rodu

ced

annu

ally

for

each

sub

-se

ctor

and

end

orse

d by

Cha

mbe

rs

• S

kills

dev

elop

men

t nee

ds o

f SM

MEs

, Tra

de

Uni

ons,

CB

Os,

CB

Cs

and

NG

Os

in th

e sa

fety

an

d se

curit

y se

ctor

iden

tifie

d

• S

ub-s

ecto

r sp

ecifi

c re

sear

ch –

pro

-act

ivel

y id

entif

ying

gap

s in

info

rmat

ion,

pla

nnin

g ap

prop

riate

res

earc

h pr

ojec

ts

• P

ESTE

L an

alys

is p

rodu

ced

annu

ally

for

each

sub

-sec

tor

• S

kills

dev

elop

men

t nee

ds o

f S

MM

Es, T

rade

Uni

ons,

CB

Os,

C

BC

s an

d N

GO

s id

entif

ied

annu

ally

• A

naly

sis

of th

e S

SP

to e

nsur

e ke

y st

rate

gic

goal

s ar

e ad

dres

sed

• Jo

b va

canc

ies

and

recr

uitm

ent

times

ana

lyse

d

• S

uppl

y an

d de

man

d pr

ojec

tions

an

d m

odel

s ap

prop

riate

to e

ach

sub-

sect

or

• N

umbe

r of

sub

-sec

tors

w

ith th

orou

ghly

res

earc

hed

need

s id

entif

ied

• Q

ualit

y of

res

earc

h co

nduc

ted

Out

put 2

: P

riorit

y sc

arce

and

crit

ical

sk

ills

iden

tifie

d to

in

form

fund

ing

of

prog

ram

mes

alig

ned

to fu

ll qu

alifi

catio

ns

(lear

ners

hips

, ap

pren

tices

hips

, bu

rsar

ies,

sup

port

fo

r th

e w

ork

inte

grat

ed le

arni

ng

and

inte

rnsh

ips

for

unem

ploy

ed

grad

uate

s).

• R

esea

rch

and

supp

ly a

nd d

eman

d da

ta

anal

ysed

and

inte

rpre

ted

with

in e

ach

sub-

sect

or

• V

iew

s an

d in

puts

from

indu

stry

obt

aine

d an

d an

alys

ed

• D

ata

obta

ined

from

pro

vinc

es a

nd m

unic

ipal

di

stric

ts v

ia P

SD

F fo

rum

s, c

lust

ers,

SD

Fs, a

nd

regi

onal

var

iatio

ns d

ocum

ente

d

• M

appi

ng o

f OFO

with

HR

sys

tem

s co

nduc

ted

and

OFO

tem

plat

es c

ompl

eted

to e

nabl

e cr

oss

sect

or a

naly

sis

and

plan

ning

• In

depe

nden

t res

earc

h co

nduc

ted

whe

re d

ata

gaps

exi

st a

nd th

e re

sear

ch e

ngag

ed w

ith in

th

e su

b-se

ctor

s an

d ch

ambe

rs

• A

gree

men

t on

prio

rity

scar

ce s

kills

bro

kere

d in

cha

mbe

r st

akeh

olde

r m

eetin

gs.

• R

esea

rch

cond

ucte

d an

nual

ly to

un

ders

tand

sup

ply

and

dem

and

• Im

prov

ed s

ourc

ing

and

anal

ysis

of

indu

stry

dat

a

• Im

prov

ed s

ourin

g an

d an

alys

is o

f pr

ovin

cial

and

reg

iona

l dat

a

• Im

prov

ed u

se o

f OFO

by

the

sect

or c

onst

ituen

ts

• G

aps

plug

ged

• Im

prov

ed u

nder

stan

ding

of s

carc

e an

d cr

itica

l ski

lls in

the

sect

or

• N

umbe

r of

res

earc

h st

udie

s co

nduc

ted

• Fr

eque

ncy

of d

ata

sour

cing

• N

umbe

r of

org

anis

atio

ns

usin

g O

FO e

ffect

ivel

y

• Q

ualit

y of

sup

ply

and

dem

and

rese

arch

dat

a

• Q

ualit

y of

WS

Ps

deve

lope

d an

d re

ceiv

ed u

sing

OFO

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

3: S

uppl

y of

sca

rce

and

criti

cal s

kills

impr

oved

Sca

rce

and

criti

cal

skill

s ar

e id

entif

ied

and

addr

esse

d in

the

safe

ty a

nd s

ecur

ity

sect

or

Out

put 3

: App

ropr

iate

pr

ogra

mm

es a

gree

d to

add

ress

the

scar

ce

a cr

itica

l ski

lls n

eeds

.

• Th

e m

ost a

ppro

pria

te a

nd c

ost e

ffect

ive

inte

rven

tions

req

uire

d to

add

ress

sca

rce

skill

s (le

arne

rshi

ps; a

ppre

ntic

eshi

ps;

burs

arie

s; w

ork

inte

grat

ed le

arni

ng,

inte

rnsh

ips)

iden

tifie

d an

d ag

reed

• Ta

rget

s an

d pl

ans

agre

ed, t

akin

g ac

coun

t of

equ

ity, t

rans

form

atio

n an

d de

velo

pmen

t ch

alle

nges

and

targ

ets

• A

gree

men

ts a

nd M

oU’s

ent

ered

into

with

ot

her

SET

As

to a

ddre

ss a

rtis

anal

ski

lls a

nd

cros

s-se

ctor

al s

carc

e sk

ills

• Im

prov

ed u

se o

f int

erve

ntio

ns to

ad

dres

s sk

ills

need

s

• Ta

rget

s de

velo

ped

per

sub-

sect

or

annu

ally

• C

ross

sec

tora

l nee

ds a

ddre

ssed

ef

fect

ivel

y

• R

elev

ance

and

qua

lity

of

prog

ram

mes

to a

ddre

ss

skill

s ne

eds

Out

put 4

:

Ski

lls d

evel

opm

ent

supp

ort p

rovi

ded

to S

MM

Es, T

rade

U

nion

s, C

BO

s an

d N

GO

s op

erat

ing

in th

e sa

fety

and

sec

urity

se

ctor

• A

bas

ket o

f lea

rnin

g in

terv

entio

ns ta

rget

ing

SM

MEs

, Co-

oper

ativ

es, C

BO

s an

d N

GO

s de

velo

ped

to a

ddre

ss s

kills

dev

elop

men

t ne

eds

• A

cces

s to

info

rmat

ion

faci

litat

ed fo

r th

e S

MM

Es r

egar

ding

opp

ortu

nitie

s on

how

to

grow

thei

r bu

sine

sses

• Im

prov

ed s

uppo

rt p

rovi

ded

to

SM

MEs

, Co-

oper

ativ

es, C

BO

s an

d N

GO

s in

the

sect

or

• N

umbe

r of

SM

MEs

, C

o-op

erat

ives

, CB

Os

and

NG

Os

supp

orte

d

• R

elev

ance

of

prog

ram

mes

Out

put 5

: U

nem

ploy

ed

grad

uate

s ta

rget

ed fo

r re

-ski

lling

to a

ddre

ss

scar

ce a

nd c

ritic

al

skill

s ne

eds

• Le

arni

ng P

rogr

amm

es to

re-

skill

and

re-

tool

un

empl

oyed

gra

duat

es id

entif

ied

and

agre

ed

• Ta

rget

s an

d pl

ans

deve

lope

d fo

r th

e va

rious

su

b-se

ctor

s of

the

SA

SS

ETA

• R

eski

lling

of g

radu

ates

• Ta

rget

s fo

r re

skill

ing

per

sub

sect

or s

et a

nnua

lly

• N

umbe

r of

gra

duat

es

retr

aine

d•

Rel

evan

ce o

f tra

inin

g pr

ogra

mm

es

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

4: Q

ualit

y ed

ucat

ion

and

trai

ning

pro

visi

on

Ski

lls d

evel

opm

ent

prov

isio

n ch

alle

nges

ar

e id

entif

ied

and

addr

esse

d to

ens

ure

impr

oved

acc

ess

to

qual

ity a

nd r

elev

ant

educ

atio

n an

d tr

aini

ng in

the

sect

or

incl

udin

g in

rur

al

area

s

Out

put 1

:

Rel

evan

t qu

alifi

catio

ns to

ad

dres

s se

ctor

ne

eds

are

iden

tifie

d

• S

carc

e an

d cr

itica

l ski

lls a

re a

naly

sed

and

the

mos

t re

leva

nt in

terv

entio

ns to

add

ress

thes

e ar

e id

entif

ied

• G

aps

are

iden

tifie

d ac

ross

qua

lific

atio

ns q

ualit

y as

sure

d by

the

SET

A E

TQA

and

thos

e of

fere

d by

uni

vers

ities

and

FE

T co

llege

s an

d th

ese

are

docu

men

ted

and

prop

osed

fo

r ei

ther

dev

elop

men

t of n

ew, o

r re

visi

on o

f exi

stin

g qu

alifi

catio

ns

• Q

ualif

icat

ion

utili

satio

n ra

tes

dete

rmin

ed to

iden

tify

whi

ch

ones

will

req

uire

new

occ

upat

iona

l qua

lific

atio

ns to

be

deve

lope

d

• S

AS

SET

A p

lan

and

budg

et a

gree

d fo

r th

e re

view

or

deve

lopm

ent o

f prio

rity

qual

ifica

tions

and

uni

t sta

ndar

ds

• Im

prov

ed u

se o

f SA

SS

ETA

qu

alifi

catio

ns a

nd le

arni

ng

prog

ram

mes

• N

umbe

r of

new

pr

ogra

mm

es d

evel

oped

• N

umbe

r of

pro

gram

mes

re

vise

d

• R

elev

ance

of

inte

rven

tions

to

addr

ess

skill

s ne

eds

Out

put 2

: P

artn

ersh

ips

ente

red

into

with

FE

T, H

ET a

nd

NG

O p

rovi

ders

to

impr

ove

thei

r ca

paci

ty a

nd

addr

ess

skill

s ne

eds

in th

e se

ctor

, es

peci

ally

in r

ural

ar

eas

• Fo

rmal

agr

eem

ents

with

FET

Cs

and

HEI

s to

offe

r qu

alifi

catio

ns fo

r ad

dres

sing

sca

rce

and

criti

cal s

kills

nee

ds

ente

red

into

• C

halle

nges

in p

rovi

sion

am

ongs

t FET

Cs

and

HEI

s id

entif

ied

and

addr

esse

d to

impr

ove

thei

r ca

paci

ty to

de

liver

qua

lity

and

rele

vant

pro

gram

mes

• A

cces

s co

urse

s an

d br

idgi

ng p

rogr

amm

es a

re d

evel

oped

an

d pr

omot

ed to

faci

litat

e en

try

to h

ighe

r le

vel

prog

ram

mes

• P

rocu

rem

ent a

nd g

rant

-mak

ing

proc

esse

s re

view

ed

to e

nabl

e ap

prop

riate

and

pro

cure

men

t com

plia

nt

part

ners

hips

to b

e de

velo

ped

• A

rtic

ulat

ion

supp

orte

d to

hig

her

leve

l qua

lific

atio

n: c

redi

ts

gain

ed in

SA

SS

ETA

fund

ed p

rogr

amm

es to

cou

nt to

war

ds

othe

r ca

reer

rel

ated

qua

lific

atio

ns

• M

arke

ting

and

advo

cacy

cam

paig

n to

rai

se u

nder

stan

ding

of

FET

and

HE

offe

rings

to m

eet i

ndus

try

need

s

• B

ursa

ry p

roce

sses

str

eam

lined

and

mar

kete

d so

that

le

arne

rs fr

om r

ural

are

as k

now

how

to a

cces

s th

em

• Im

prov

ed c

oope

ratio

n w

ith

FETC

s an

d H

EIs

• Im

prov

ed c

apac

ity o

f FE

TCs

and

HEI

s to

offe

r pr

ogra

mm

es fo

r th

e se

ctor

• Im

prov

ed a

cces

s to

pr

ogra

mm

es

• S

trea

mlin

ed p

rocu

rem

ent

and

gran

t pro

cess

es

• Im

prov

ed a

rtic

ulat

ion

of

prog

ram

mes

• Im

prov

ed u

nder

stan

ding

of

FET

and

HET

offe

rings

• Im

prov

ed p

rovi

sion

of

burs

arie

s to

rur

al le

arne

rs

• N

umbe

r of

pro

gram

mes

of

fere

d by

FET

Cs

and

HEI

s

• N

umbe

r of

lear

ners

ac

cess

ing

thes

e pr

ogra

mm

es

• N

umbe

r of

or

gani

satio

ns /

lear

ners

ac

cess

ing

gran

ts

• N

umbe

r of

lear

ners

ar

ticul

atin

g fr

om F

ET to

H

ET p

rogr

amm

es

• N

umbe

r of

lear

ners

ac

cess

ing

burs

arie

s

• R

elev

ance

of

prog

ram

mes

• S

carc

ity o

f ski

lls

unde

r w

hich

lear

ners

ar

e be

ing

trai

ned

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

4: Q

ualit

y ed

ucat

ion

and

trai

ning

pro

visi

on

Ski

lls d

evel

opm

ent

prov

isio

n ch

alle

nges

ar

e id

entif

ied

and

addr

esse

d to

ens

ure

impr

oved

acc

ess

to

qual

ity a

nd r

elev

ant

educ

atio

n an

d tr

aini

ng in

the

sect

or

incl

udin

g in

rur

al

area

s

Out

put 3

:

Lear

ning

op

port

uniti

es

for

yout

h an

d un

empl

oyed

gr

adua

tes

are

open

ed u

p, e

spec

ially

in

rur

al a

reas

• Le

arni

ng o

ppor

tuni

ties

in s

carc

e sk

ills

area

s ar

e cr

eate

d fo

r yo

uth

in F

ETC

s an

d H

ETs

in r

ural

are

as s

o th

at th

ey

have

the

skill

s to

ent

er th

e la

bour

mar

ket

• U

nem

ploy

ed g

radu

ates

are

offe

red

addi

tiona

l ski

lls in

sc

arce

ski

lls a

reas

to e

nabl

e th

em to

acc

ess

econ

omic

op

port

uniti

es

• Le

arni

ng o

ppor

tuni

ties

for

rura

l You

ths

in F

ETC

s an

d H

ETs

crea

ted

• R

etoo

ling

of g

radu

ates

• N

umbe

r of

lear

ning

op

port

uniti

es id

entif

ied

• N

umbe

r of

gra

duat

es

reta

ined

• Q

ualit

y of

trai

ning

pr

ovid

ed

Out

put 4

:

SA

SS

ETA

rol

es a

nd

resp

onsi

bilit

ies

in

term

s of

QC

TO a

nd

NA

MB

pro

cess

es

agre

ed a

nd

nece

ssar

y su

ppor

t gi

ven

to p

rovi

ders

• S

AS

SET

A r

ole

as a

Qua

lity

Man

agem

ent P

artn

er w

ithin

th

e Q

CTO

rea

lm a

gree

d an

d op

erat

iona

lised

• N

eces

sary

sup

port

is p

rovi

ded

to e

duca

tion

and

trai

ning

pr

ovid

ers

oper

atin

g in

the

sect

or in

res

pect

of Q

CTO

and

N

AM

B p

roce

sses

• Q

A p

roce

sses

are

rev

iew

ed a

nd im

prov

ed to

ens

ure

effe

ctiv

e an

d ef

ficie

nt s

ervi

ce p

rovi

sion

to th

e se

ctor

st

akeh

olde

rs

• Th

e ro

le o

f sec

tor

prof

essi

onal

and

reg

ulat

ory

bodi

es in

sk

ills

deve

lopm

ent c

larif

ied

• Th

e ro

le o

f the

SA

SS

ETA

in th

e pr

ofes

sion

aliz

atio

n of

th

e su

b-se

ctor

s is

cla

rifie

d an

d ag

reed

• S

AS

SET

A E

TQA

pro

gram

me

alig

ned

to th

e su

b-se

ctor

de

velo

pmen

t nee

ds is

dev

elop

ed

• S

AS

SET

A E

TQA

rol

e ag

reed

an

d op

erat

iona

lised

• P

rofe

ssio

nal b

odie

s ro

le

clar

ified

• S

AS

SET

A E

TQA

pr

ogra

mm

e in

form

ed b

y su

b-se

ctor

dev

elop

men

t ne

eds

• S

uppo

rt p

rovi

ded

to s

ecto

r or

gani

satio

ns

• N

umbe

r of

acc

redi

ted

prov

ider

s to

mee

t se

ctor

nee

ds

• N

umbe

r of

pro

gram

mes

ap

prov

ed to

mee

t se

ctor

nee

ds

• N

umbe

r of

agr

eem

ents

w

ith p

rofe

ssio

nal b

odie

s

• Q

ualit

y an

d re

leva

nce

of p

rogr

amm

es

Out

put 5

:

Sou

rces

of e

duca

tion

and

trai

ning

sup

ply

iden

tifie

d

• Id

entif

y su

pplie

rs o

f edu

catio

n an

d tr

aini

ng (H

E; F

ET;

priv

ate

and

NG

O p

rovi

ders

) who

offe

r pr

ogra

mm

es

rele

vant

to th

e ne

eds

of th

e se

ctor

• R

esea

rch

cond

ucte

d on

sec

tor-

rele

vant

pro

gram

mes

of

FET

and

HE

inst

itutio

ns, i

nclu

ding

gap

s an

d w

eakn

esse

s th

at w

ould

nee

d to

be

addr

esse

d to

mee

t sec

tor

need

s

• A

ccre

dita

tion

and/

or p

rogr

amm

e ap

prov

al o

f rel

evan

t FE

T qu

alifi

catio

ns a

nd p

rogr

amm

es (e

.g. S

ome

N

cour

ses)

with

sup

port

and

gui

danc

e pr

ovid

ed w

here

re

quire

men

ts a

re n

ot im

med

iate

ly m

et

• R

elev

ant H

E; F

ET; p

rivat

e an

d N

GO

pro

vide

rs

iden

tifie

d

• R

elev

ant p

rogr

amm

es in

FE

T an

d H

ET id

entif

ied

• Im

prov

ed a

ccre

dita

tion

of

FET

prog

ram

mes

• N

umbe

r of

HET

, FET

an

d N

GO

pro

vide

rs

iden

tifie

d

• N

umbe

r of

FET

and

Het

pr

ogra

mm

es id

entif

ied

• N

umbe

r of

FET

pr

ogra

mm

es a

ccre

dite

d or

app

rove

d fo

r us

• R

elev

ance

and

qua

lity

of p

rogr

amm

es

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

5: E

xpan

ded

Wor

kpla

ce P

rovi

sion

Mor

e le

arni

ng

oppo

rtun

ities

for

the

yout

h an

d un

empl

oyed

gr

adua

tes

are

open

ed u

p in

the

sect

or in

clud

ing

utili

sing

the

publ

ic

sect

or a

s a

trai

ning

sp

ace

Out

put 1

: W

orkp

lace

lear

ning

an

d ex

perie

nce

oppo

rtun

ities

id

entif

ied

in th

e S

IPs

and

stra

tegi

es

deve

lope

d to

pla

ce

lear

ners

• A

naly

sis

cond

ucte

d of

all

SIP

s an

d in

terf

aces

with

the

safe

ty a

nd s

ecur

ity s

ecto

r id

entif

ied

• In

ter-

seta

col

labo

ratio

n to

dev

elop

key

mes

sage

s an

d pr

oces

ses

arou

nd s

kills

dev

elop

men

t put

in p

lace

with

cl

ear

guid

elin

es

• O

ppor

tuni

ties

for

lear

ning

and

wor

kpla

ce e

xper

ienc

e id

entif

ied

• Le

ad d

epar

tmen

ts fo

r th

e im

plem

enta

tion

of th

e S

IPs

iden

tifie

d an

d en

gage

d to

ens

ure

that

ski

lls d

evel

opm

ent

requ

irem

ents

are

add

ress

ed a

nd m

ains

trea

med

dur

ing

proc

urem

ent p

roce

sses

• R

elev

ant S

IPS

for

the

sect

or id

entif

ied

• C

larit

y of

gui

delin

es fo

r co

llabo

ratio

n

• O

ppor

tuni

ties

for

lear

ning

max

imis

ed

• M

ains

trea

min

g of

ski

lls

deve

lopm

ent i

n S

IPS

• N

umbe

r of

rel

evan

t SIP

s id

entif

ied

• N

umbe

r of

lear

ning

op

port

uniti

es id

entif

ied

Out

put 2

: W

orkp

lace

lear

ning

an

d ex

perie

nce

oppo

rtun

ities

id

entif

ied

in r

ural

and

ur

ban

area

s

• W

orkp

lace

trai

ning

and

exp

erie

nce

plac

emen

t op

port

uniti

es id

entif

ied

in e

ach

sub-

sect

or in

clud

ing

wor

k in

tegr

ated

lear

ning

opp

ortu

nitie

s fo

r st

uden

ts

and

wor

k ex

perie

nce

oppo

rtun

ities

for

lect

urer

s –

FET

colle

ges

and

tech

nolo

gy d

iplo

mas

• U

nem

ploy

ed g

radu

ates

iden

tifie

d an

d pl

aced

for

expe

rient

ial l

earn

ing

oppo

rtun

ities

in s

carc

e sk

ills

occu

patio

ns

• C

oach

es, m

ento

rs a

nd w

orkp

lace

ass

esso

rs tr

aine

d to

enh

ance

exp

erie

ntia

l lea

rnin

g an

d cr

edit

wor

kpla

ce

lear

ning

• P

IVO

TAL

and

othe

r gr

ants

mad

e av

aila

ble

to s

uppo

rt

expe

rient

ial l

earn

ing

oppo

rtun

ities

• W

orkp

lace

lear

ning

and

exp

erie

nce

mon

itore

d an

d im

prov

ed to

enh

ance

com

pete

nce

• P

lace

men

t of l

earn

ers

in

wor

kpla

ces

• P

lace

men

t of g

radu

ates

fo

r ex

perie

ntia

l lea

rnin

g

• Tr

aini

ng o

f men

tors

and

co

ache

s

• G

rant

s pr

ovid

ed fo

r le

arni

ng

• En

hanc

ed c

ompe

tenc

e of

lear

ners

• N

umbe

r of

lear

ners

pl

aced

• N

umbe

r of

gra

duat

es

plac

ed

• N

umbe

r of

men

tors

tr

aine

d

• N

umbe

r of

gra

nts

prov

ided

• N

umbe

r of

lear

ners

co

mpe

tent

• S

usta

inab

ility

of j

obs

• P

lace

men

t in

scar

ce

skill

s ar

eas

M&E

Fra

mew

ork

Out

com

esO

utpu

ts

Act

iviti

esIn

dica

tors

Mea

sure

(Qua

ntita

tive)

Mea

sure

(Qua

litat

ive)

SO

6: M

onito

ring

& Ev

alua

tion

of s

kills

dev

elop

men

t int

erve

ntio

ns

Impa

ct o

f ski

lls

deve

lopm

ent

inte

rven

tions

ac

ross

the

safe

ty

and

secu

rity

sect

or

is m

easu

red

and

key

lear

ning

s fo

r im

prov

emen

t are

ob

tain

ed

Out

put 1

:

Impa

ct s

tudi

es

and

eval

uatio

ns

cond

ucte

d to

un

ders

tand

the

impa

ct o

f the

lear

ning

pr

ogra

mm

es in

the

sect

or

• Im

pact

eva

luat

ions

of S

ETA

fund

ed p

rogr

amm

es

cond

ucte

d

• T

race

r st

udie

s co

nduc

ted

on e

mpl

oyed

and

une

mpl

oyed

le

arne

rs w

ho p

artic

ipat

ed in

SET

A fu

nded

lear

ners

hip,

in

tern

ship

and

oth

er p

rogr

amm

es

• U

nem

ploy

ed le

arne

rs w

ho h

ave

com

plet

ed S

AS

SET

A

prog

ram

mes

iden

tifie

d fo

r m

atch

ing

with

em

ploy

ers

in

the

publ

ic s

ecto

r re

quiri

ng e

ntry

leve

l rec

ruits

for

furt

her

trai

ning

. E.g

. Pol

ice,

Cor

rect

ions

, Def

ence

, Tra

ffic

& M

etro

Pol

icin

g

• A

naly

sis

of u

nfun

ded

lear

ners

hips

con

duct

ed

• Im

pact

eva

luat

ions

co

nduc

ted

on a

ll pr

ogra

mm

es

• Tr

aces

sys

tem

in p

lace

for

all l

earn

ers

and

inte

rns

• A

ll un

fund

ed le

arne

rshi

ps

iden

tifie

d

• N

umbe

r of

impa

ct

eval

uatio

ns c

ondu

cted

• N

umbe

r of

lear

ners

em

ploy

ed

• N

umbe

r of

gra

duat

es

mat

ched

• N

umbe

r of

unf

unde

d le

arne

rshi

ps

• S

usta

inab

ility

of j

obs

Out

put 2

:

Sys

tem

s an

d pr

oces

ses

with

in

the

SA

SS

ETA

for

the

mon

itorin

g of

S

AS

SET

A fu

nded

(a

nd u

nfun

ded)

sk

ills

deve

lopm

ent

are

revi

ewed

and

st

reng

then

ed

• A

n ef

fect

ive

prog

ram

me

eval

uatio

n sy

stem

link

ed to

a

man

agem

ent i

nfor

mat

ion

syst

em p

ut in

pla

ce.

• A

pro

gram

me

of b

asel

ine

stud

ies

and

impa

ct

eval

uatio

ns is

dev

elop

ed a

nd a

gree

d fo

r th

e pe

riod

of

NS

DS

III.

• C

heck

s an

d ba

lanc

es a

s w

ell a

s a

syst

em o

f ear

ly

war

ning

sig

nals

are

put

in p

lace

for

mon

itorin

g tr

aini

ng

prov

isio

n

• A

com

preh

ensi

ve r

epor

t is

prod

uced

on

the

outc

omes

an

d im

pact

of S

AS

SET

A fu

nded

trai

ning

dur

ing

the

perio

d of

NS

DS

II.

• B

asel

ine

stud

ies

cond

ucte

d

• Ef

fect

ive

syst

em d

evel

oped

• Ea

rly w

arni

ng s

igna

ls

deve

lope

d

• Im

pact

stu

dies

con

duct

ed

• N

umbe

r of

impa

ct

stud

ies

• Q

ualit

y of

impa

ct

stud

ies

Out

put 3

:

Saf

ety

and

secu

rity

publ

ic s

ecto

r sp

end

in s

kills

dev

elop

men

t an

alys

ed

• A

naly

sis

of s

pend

of t

he r

ing-

fenc

ed 1

% le

vy b

y co

nstit

uent

pub

lic s

ecto

r or

gani

satio

ns c

ondu

cted

• R

etur

n on

inve

stm

ent o

n pu

blic

sec

tor

spen

d on

ski

lls

deve

lopm

ent i

s co

nduc

ted

• V

alue

for

mon

ey a

naly

sis

is c

ondu

cted

to d

eter

min

e th

e co

st e

ffect

iven

ess

of p

rovi

ders

use

d in

the

publ

ic s

ervi

ce

incl

udin

g P

alam

a an

d pr

ivat

e pr

ovid

ers

• A

mou

nt o

f ski

lls

deve

lopm

ent s

pend

an

alys

ed a

nnua

lly

• R

etur

n on

inve

stm

ent o

n sk

ills

deve

lopm

ent s

pend

• P

erce

ntag

e em

ploy

ee

com

pens

atio

n sp

ent o

n sk

ills

deve

lopm

ent

• N

umbe

r of

lear

ners

em

ploy

ed

• R

elev

ance

and

qua

lity

of p

rogr

amm

es

• Q

ualit

y of

trai

ning

ve

rsus

spe

nd

M&E

Fra

mew

ork

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