Addressing skills deficits continues to be a major concern for South Africa within a context of unprecedented levels of poverty, unemployment and inequality. Whilst the economic growth remains subdued, the labour market is not able to absorb the rapidly expanding supply of workers, particularly young workers. Central to skill development policy is the commitment to increase access to high quality and relevant education, training and skills development, including workplace learning and experience, to enable participation in the economy and society by all South Africans and reduce inequalities.
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Addressing skills deficits continues to be a major concern for South Africa within a context of unprecedented levels of poverty, unemployment and inequality. Whilst the economic growth remains subdued, the labour market is not able to absorb the rapidly expanding supply of workers, particularly young workers. Central to skill development policy is the commitment to increase access to high quality and relevant education, training and skills development, including workplace learning and experience, to enable participation in the economy and society by all South Africans and reduce inequalities.
The [Education, Training and Development Practices Sector Education and Training Authority] ETDP SETA has been instrumental in implementing a range of learning interventions to facilitate the development of skills in relation to sector identified skills needs which include among others, the five skill development interventions which are the focus of this study namely bursaries for employed and unemployed learners, learnerships, internships and work integrated learning interventions with technical and vocational education and training (TVET) institutions and Universities of Technology (UoT) between the 2015/16 and 2018/19 financial period. ETDP SETA commissioned the Human Sciences Research Council to undertake a track and trace evaluation study with the aim of understanding the outcomes and impacts of the interventions and to determine whether or not they are achieving their objectives. The study was expected to understand, explore and document key features, trends, challenges and outcomes of these learning interventions.
The key findings report evidence in respect of the following indicators: employment status of the beneficiaries (employed, self-employed and unemployed); employment rates; nature of employment (access to benefits); key achievements and challenges; the wider socioeconomic effects of the interventions on the beneficiaries; career progression for beneficiaries; and employer perceptions of the value of learning interventions (employable people; increased productivity of the company).
Edited excerpts from publication.
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