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No. 37261
GOVERNMENT GAZETTE, 24 JANUARY 2014
This plan includes building an e-Skills curriculum and a competency framework and aims to
focus on e-Literacy/e-astuteness as the foundation level. This is the ability of an individual to
use digital devices and services in their day-to-day activities, whether it is at work, home or
for personal interactions.
11.6.3 Further Education & Training (FET)
A comprehensive Turnaround Strategy has been developed by the DHET for the 50 FET
Colleges, which includes all 264 campuses. The aim is to improve the quality of both the
teaching and the learning taking place at FET colleges. The overall capacity building will
improve the employment prospects of these graduates and thus have a positive impact on
the economy as a whole. Currently 13- 25% of students enrolled at FET colleges drop out
each year with Level 2 of the National Certificate Vocation experiencing the highest dropout.
The NDP aims to increase graduation levels to 75% in 2030 from the 40% experienced in
2010.
A comprehensive and thorough evaluation of new courses and curricula is required that
include careers in the ICT sector.
11.7 Workplace Training
The MICT Seta asked its members to assess what held back graduates (school, college,
technology, and university graduates) from progressing either in a job or to further studies.
Several patterns emerged with regards to the shortcomings related to generic skills sets.
The gaps include: business management skills; language proficiency skills; work ethics;
critical thinking skills; life skills; communication skills; computer skills and financial skills.
On-the-job training and short courses have been identified as the approach to take for
workplace training. Advances in technology require on-going learning in the workplace to
continuously improve efficiencies. This requires self-learning, and both informal and
structured on-the-job e-Skills transfer between employees.
11.8 Adult Training
The Department of Higher Education and Training (DHET) is currently reviewing policies and
programmes to restructure adult basic education and training (ABET). This includes being
more responsive to needs and expanding programmes and access to these programmes.
The MICT Seta will need to consider these policies and plan accordingly for ABET
programmes in the sector
11.9 Promoting Innovation and Supporting Research & Development
Greater access to technology opens up a world of possibilities, and with South Africa's
mobile penetration of 136% and Internet access of 35% we are on the cusp of being able to
grow and develop our e-astuteness. With more people accessing smartphone technology,
Internet access will increase and with it access to information that can inspire and grow
potential and knowledge across all ages.
To promote innovation, a thriving and coordinated research focus is needed, which in turn
promotes further innovation. The unstructured and fragmented research that has
characterised South Africa's approach has not been able to address its capacity needs.
A fully integrated and coordinated framework is required that aligns to the priorities of the
NDP and the national skills plan. To this end an aggregated data analysis of South Africa's
needs and skills gaps in relation to new global technological trends is urgent.
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