Media, Information and
Communication Technologies
Sector Education and Training
Authority
Career Opportunities
Guide
2014/15
Our Vision:
To be recognised as the leader in the development of a highly skilled
knowledge-based information society.
Our Mission:
The MICT SETA generates, facilitates and accelerates the processes of
quality
skills development at all levels in the MICT sector.
Table of Contents
1 Introduction .......................................................................................................................................1
2 Sector Profile ....................................................................................................................................2
2.1
MICT SETA Sub-sectors.................................................................................................2
2.2
Number of employers .....................................................................................................2
2.3
Number of employers per sub-sector per size .................................................................3
2.4
Number of employees per sub-sector .............................................................................3
2.5
Racial distribution per sub-sector ....................................................................................4
2.6
Employees by Occupation Group ...................................................................................5
3 Demand and Supply of Skills ............................................................................................................8
3.1
Introduction .....................................................................................................................8
3.2
Labour demand ..............................................................................................................8
3.3
Scarce Skills demand .....................................................................................................8
3.4
Approach to identifying scarce and critical skills .............................................................9
3.5
Overview of scarce skills............................................................................................... 10
3.5.1 Advertising ........................................................................................................... 11
3.5.2 Film and Electronic Media .................................................................................... 12
3.5.3 Electronics ........................................................................................................... 13
3.5.4 Information Technology........................................................................................ 14
3.5.5 Telecommunications ............................................................................................ 16
3.6
Overview of critical skills ............................................................................................... 17
3.7
Supply of Skills into the MICT Sector ............................................................................ 21
3.7.1 FET/HET landscape and enrolments in relevant qualifications ............................. 21
3.7.2 Other providers .................................................................................................... 23
3.8
Learning Programmes .................................................................................................. 23
3.9
PIVOTAL programmes.................................................................................................. 24
3.10
Registered qualifications ............................................................................................... 26
3.11
Utilisation of Qualifications ............................................................................................ 30
3.12
Training Conducted in the Sector.................................................................................. 31
4 Summary ........................................................................................................................................ 32
5 Conclusion ...................................................................................................................................... 32
6 Contact us....................................................................................................................................... 33
Sector Skills Planning: ....................................................................................................................... 33
Learning Programmes ....................................................................................................................... 33
ETQA
.......................................................................................................................................... 33
1 Introduction
The purpose of the Career Opportunities Guide is to provide an overview of the MICT sector skills
requirements within the South African context. The information for developing the Guide was gathered
through multiple data sources and research methods:
–
Desk research was conducted by sourcing and reviewing documents and data from several
institutions including Statistics South Africa (Stats SA), the South African Revenue Service
(SARS), the South African Reserve Bank (SARB), and the Bureau for Economic Research
(BER). This data is complemented by other desktop and online research reports that are subsector specific and those that are generic about the South African economy.
–
An ICT skills survey report developed by the Joburg Centre for Software Engineering in
conjunction with MICT SETA and supported by the Computer Society of South Africa, the
Information Technology Association of South Africa and ITWeb.
–
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 employers submitting
these documents periodically to MICT SETA.
–
In-depth Interviews were conducted with key informants and stakeholders with knowledge of
the sector to gain insights about the dynamics of the sector and issues relating to skills
development.
–
Focus groups were conducted across all sub-sectors, including targeted sessions with the
small businesses in the sector to confirm scarce skills.
The MICT SETA endeavours to develop strategic quality human capital in relation to the needs of the
South African MICT Sector that will contribute to social upliftment and the stimulation of economic
growth by raising the levels, quality and relevance of education and training in the sector. The
development of the Career Opportunities Guide is aimed at building and promoting a competent
workforce. It provides career opportunity information in the MICT Sector and it targets employers and
training providers. Employers can use the Guide to assess the extent to which their scarce and critical
skill requirements are in demand while the training providers can assess whether their curricula
encompass the requisite skills. The Guide is also intended to assist:
–
Learners in schools to make subject choices
–
Matriculants to make career choices
–
Young graduates who need to find employment
–
Employees within the MICT sub–sectors to further develop their careers.
This Career Opportunities Guide primarily captures the MICT Sector specific skills requirements, the
ICT skill demands of other SETA sectors are not included in this Guide.
Career Opportunities Guide 2014
Page 1
2 Sector Profile
The MICT sector is made up of five sub-sectors that are varied but interconnected and at the
forefront of information and communication technology.
2.1
MICT SETA Sub-sectors
–
Advertising
–
Film and Electronic Media
–
Electronics
–
Information Technology
–
Telecommunications
2.2
Number of employers
There are over 19,500 employers in the sector broken down as follows:
Sub-Sector
Totals
Advertising
2,303
Film and Electronic Media
2,151
Electronics
2,469
Information Technology
9,398
Telecommunications
1,228
Unknown
1,963
Total
19,515
Source: The MICT SETA OGS, 2013
Career Opportunities Guide 2014
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2.3
Number of employers per sub-sector per size
About 95% of the employers are small with less than 50 employees, and levy-paying employers
constitute only 20%, broken down as follows:
Sub-Sector
0-49
50-149
150+
Total
Advertising
2252
40
11
2303
Film and Electronic Media
2072
38
41
2151
Electronics
2304
98
67
2469
Information Technology
8961
297
140
9398
Telecommunications
1112
72
44
1228
Unknown
1936
17
10
1963
Total
18640
562
313
19515
Source: The MICT SETA OGS, 2013
2.4
Number of employees per sub-sector; 2009 to 2013
2009
100000
90000
80000
70000
60000
50000
40000
30000
20000
10000
0
2010
2011
2012
2013
Advertising
Film and Electronic
Media
Electronics
Information
Technology
Telecommunications
2009
11181
12888
26337
76452
52475
2010
11020
10849
28122
77981
52880
2011
9046
12608
27197
79611
53125
2012
12055
12835
26889
86554
54699
2013
7647
13038
20895
66489
46016
Source: The MICT SETA OGS
In terms of race segmentation of employees, there are more white people (40%) employed than other
race groups across all the sub-sectors. Africans constitute over 37% of all employees in the sector
whilst Indians are the least represented employees. As can be seen from the figure below,
Information Technology has the highest proportion of white employees as compared to other subsectors while Telecommunications and Film and Electronic Media have the highest proportion
Africans.
Career Opportunities Guide 2014
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2.5
Racial distribution per sub-sector
African
Coloured
Indian
White
35000
30000
25000
20000
15000
10000
5000
0
Advertising
Film and Electronic
Media and
Electronics
Information
Technology
Telecommunications
African
2600
8091
6581
21446
19660
Coloured
882
1338
2277
6534
6245
Indian
571
642
2169
6490
5954
White
3594
2967
9868
32019
14157
Source: The MICT SETA OGS
In terms of employment equity, the sectors still have some way to go in ensuring that those employed
are representative of the demographics of the country. Skills shortages are rated as one of the most
important factors hindering the success and sustainability of companies in the sector. Challenges are
however, faced in the form of the transfer of critical skills to designated groups, this is progressing at a
slower rate than expected. Focused skills development interventions will serve as one of the strategic
mechanisms employers should consider in redressing this situation.
HIV/Aids
According to StatsSA1 the total number of people living with HIV is estimated at approximately 5, 26
million in 2013. Of adults aged 15–49 years, an estimated 15,9% of the population is HIV positive.
The HSRC2 key findings of the 2012 household survey show that an estimated 6.4 million people are
living with HIV/AIDS in 2012, and that over 2 million people were on antiretroviral (ARV) treatment by
mid-2012. This dramatic increase of ARV treatment in the country has had a major impact on the
survival of people living with HIV, which was more prominent in the older age groups. There has been
a decline of HIV prevalence among youth aged 15 – 24 years, however, the context of current
HIV/AIDS trends resulted in the reduction of high skilled labour and the capacity to replace the human
capital (the response by management, and the effectiveness of government interventions) is
becoming critical. A less experienced and particularly young workforce might result in declining
productivity; this may call for increased skills development interventions to respond to the HIV/Aids
dilemma.
1
StatsSA: Mid-year population estimates 2013
2
Plenary Session 3, 20 June 2013 - "HIV/AIDS in South Africa: At last the glass is half full"
Career Opportunities Guide 2014
Page 4
2.6
Employees by Occupation Group
It is important to understand the occupational make up of employees in the sector as this ultimately
has implications on the types of skills development intervention required. Th ere are more
professionals than any other occupational category in the sector. Professionals constitute 37% of
all employees in the sector. Managers and clerical support workers each represent 15% of the
reported total workforce.
Employment within managers, professionals and associate professionals categories typically
require a degree, diploma or NQF level 6 qualifications as an entry. These categories collectively
account for 68% of all employees in the sector. As compared to other economic sectors, whi ch
employ more people in elementary occupations, this sector reflects the converse and could be
attributed to the professional services orientation of offerings by employers in the sector.
Employee breakdown by Major Group
8 Elementary Occupations
7 Plant and Machine Operators and Assemblers
6 Skilled Agricultural, Forestry, Fishery, Craft And Related
Trades Workers
5 Service and Sales Workers
4 Clerical Support workers
3 Technicians and Associate Professionals
2 Professionals
1 Managers
0
10000 20000 30000 40000 50000 60000 70000
Source: The MICT SETA OGS, 2013
Across all sub-sectors, there are more professionals as compared to other occupational categories.
They are followed by managers and clerical support workers each representing 15% of the total
workforce of employers submitting WSPs. Across all sub-sectors, elementary occupations and plant
and machine operators have the lowest representivity. The implication of this spread amongst
occupational categories is that the MICT SETA has to focus on the production of mid to higher level
skills.
Career Opportunities Guide 2014
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Number of Employees by OFO Sub Major and Sub-sector
Major OFO Group
Advertising
Electronic
Media & Film
Electronics
Information
Technology
Telecommunic
ations
Total
1 Managers
1531
1316
3265
9864
8024
25543
2 Professionals
3219
4386
6220
29354
13699
60482
963
2675
4579
10486
4586
24315
4 Clerical Support workers
1075
3208
3273
10216
6715
25736
5 Service and Sales Workers
200
268
569
1963
2470
5795
6 Skilled Agricultural, Forestry,
Fishery, Craft And Related Trades
Workers
206
298
1457
1549
9389
13270
7 Plant and Machine Operators and
Assemblers
229
228
798
782
623
2744
8 Elementary Occupations
224
659
722
2275
510
4737
Total
7647
13038
20883
66489
46016
162622
3
Technicians
Professionals
and
Associate
Source: The MICT SETA OGS, 2013
The following figure presents the number of employees in the MICT Sector, segmented by gender. As
can be observed, the sector is very male dominated with 63% of all employees being male. At the
managerial, professional and technical occupational levels there are more males than females.
Amongst the elementary occupations there appears to be an even split between male and female
whilst clerical support workers and service and sales workers have a higher female representivity.
Major Group by Gender
Major OFO Group
Male
Female
1 Managers
17081
8462
2 Professionals
41052
19430
3 Technicians and Associate Professionals
15541
8774
4 Clerical Support workers
9059
16677
5 Service and Sales Workers
2735
3060
6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers
11350
1920
7 Plant and Machine Operators and Assemblers
2183
573
8 Elementary Occupations
2808
1929
Source: The MICT SETA OGS, 2013
Career Opportunities Guide 2014
Page 6
In terms of race, Whites account for 61% of total managers reported and 50% for professional roles.
Amongst plant and machine operators and elementary occupations Africans are the majority
accounting for 68% and 81% respectively. This implies that Africans are holding lower level positions
whilst their white colleagues have a higher representivity in more senior roles.
Major Group by Race
Major OFO Group
African
Coloured
Indian
White
1 Managers
4694
2143
3053
15653
2 Professionals
17593
5405
6928
30556
3 Technicians and Associate Professionals
10374
3106
2371
8464
4 Clerical Support workers
13814
4111
2198
5613
5 Service and Sales Workers
2212
901
948
1734
6 Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers
6688
1936
921
3725
7 Plant and Machine Operators and Assemblers
1873
529
190
164
8 Elementary Occupations
3872
471
57
337
Total
61120
18602
16666
66246
Source: The MICT SETA OGS, 2013
The racial profile for the sector when observed according to occupational categories has some
significant implications for transformation in the sector. In terms of skills development, there is a need
to capacitate and up-skill Africans so that they can over time access more senior roles and
managerial roles can be more representative of the demographics of the country.
Career Opportunities Guide 2014
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3 Demand and Supply of Skills
3.1
Introduction
This section starts off by discussing labour demand in the MICT sector based on the data from the
sector profile and sector analysis. Thereafter, it outlines challenges being experienced in quantifying
scarce skills demand in a more coherent manner. MICT SETA has started using various research
methods to achieve a level of triangulation in the demand for scarce and critical skills in the sector.
Methods being used include the traditional reliance on WSPs and ATRs submissions as well as
interviews with selected stakeholders in all the sub-sectors and an electronic survey.
3.2
Labour demand
All the sub-sectors are anticipating growth in the medium term and this could have a positive impact
on the demand for additional people. In terms of expected growth rates per sub-sector, Advertising
8% y.o.y compounded, Film and Electronic Media 7.4% y.o.y compounded, Electronics 11.4%,
Information Technology 8% and Telecommunications approximately 10%. About 6% of employees in
the sector are above the age of 55, implying that they are nearing retirement and will have to be
replaced in the next five years, considering a retirement age of 60. The sector pointed to high levels of
labour turnover, citing that the skills employed in the sector are also applicable in other sectors of the
economy. The expected economic growth in the sector, coupled with the anticipated retirements and
attrition and other exits from the sector indicates a need for increased demand for labour in the sector.
3.3
Scarce Skills demand
The MICT SETA is required to focus primarily on the development of scarce and critical skills in its
sub-sectors. There are various ways of understanding demand for skills in an economic sector.
These include:
–
The WSP submissions, the MICT SETA requires stakeholders to provide data on training
interventions that they intend conducting. In other words, an indication of planned demand.
–
Interview sessions where employers were asked about occupations that they were finding
difficult to recruit. This provided “top of mind” examples of such occupations by those
interviewed.
–
The survey conducted amongst employers in the sector that provided some indications of
scarce and critical skills demand.
Although an analysis of WSPs provides indications for demand in terms of planned training to take
place in the sector, there are instances where training is conducted to “claim” back money from the
SETAs and often this distorts the picture. Employers have indicated that they often do not provide in
the WSP the training that they are self-funding and only include the training where they expect the
Career Opportunities Guide 2014
Page 8
SETA to provide funding and which is in line with funding guidelines. This obviously distorts the
picture. The MICT SETA also requests SDFs to provide data on the occupations they had difficulty
filling and to forecast their anticipated difficulties in recruiting experienced and qualified people over
a four-year period as follows:
–
Immediate – these are immediate as at end March 2014
–
Anticipated need for the period 1 April 2014 to 31 March 2015
–
Anticipated need for the period 1 April 2015 to 31 March 2016
3.4
st
st
st
st
Approach to identifying scarce and critical skills
The demand for skills takes various forms:
Recruitment difficulties: There are instances when employers experience difficulties recruiting.
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 particular TV station could have difficulties
recruiting Camera Technicians even though there is a high supply of such people in the market. The
people with the necessary skills could have a particular dislike for the TV station or there could be
better opportunities in the film making business making working in TV less attractive. No matter how
many more people are trained, they could still choose not to work there because of the lack of
attractiveness of working in the particular organisation, sub-sector or job.
Skills Gaps: There are times when people particular jobs, roles or occupations require people with
particular skills but there is shortage of people with those skills. Due to the dynamic nature of the
MICT sector with technologies changing constantly, people employed in the sector and those not
currently employed could find themselves lacking certain skills because of changes in technology. 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, as
programming languages evolve, Programmers and Developers with knowledge of older languages
could soon find themselves not being able to operate in new programming languages and new
technologies. There are some additional specialised skills required for such a job. This means, there
are skills gaps amongst those who are qualified and available to do the work.
Career Opportunities Guide 2014
Page 9
Skills shortages: This is when there are not sufficient numbers 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. For instance, if there are only 500 electrical engineers being produced annually but
there are currently vacancies for 4000 engineers across the economy, it could take 8 years to fill all
vacancies. Of course electrical engineers might die, emigrate or retire and in that way, more
vacancies would exist and there would be an even bigger need that just 4000 for engineers. In such
instances certain employers could elect to import qualified and experienced people from countries
that have an over-supply or which pay lower salaries. Skills development could play an integral part in
alleviating such problems.
Labour shortage: This happens when there just isn’t sufficient numbers 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 SETA 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 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 become competent in
performing particular roles.
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, MICT SETA 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.
3.5
Overview of scarce skills
Each year, SETAs gather data on the scarce skills (occupations where employers experience
difficulties recruiting qualified people) identified in each of the SETA sub-sectors. In estimating
scarce skills for the sector a model was developed taking into account the number of WSPs
Career Opportunities Guide 2014
Page 10
submitted per sub-sector. In addition the model was weighted on the size of employers. A number
of assumptions, which were outlined in chapter one, were used to calculate the weightings and a
platform was developed on which to estimate demand for the whole sector. The model was applied
on the scarce skills needs identified for the sector through WSP submissions and a list of over 185
occupations was developed. In compiling the top scarce skills, the following were considered:
–
Number of times an occupation is identified as scarce in the WSP submission
–
Occupations identified as scarce skills per sub-sector during interviews
–
Reasons for scarcity given during the survey
3.5.1 Advertising
The limitation of the data presented below is that even though it is modelled, the input data is from
employers and might not have been well thought through when being submitted as part of WSPs. The
following table provides an estimate of top 10 scarce skills in the Advertising sub-sector.
Estimation of Advertising Scarce Skills Need
Occupation
OFO Code
2013
2014
2015
2016
Director (Enterprise / Organisation)
112101
52
13
13
26
Data Management Manager
133103
26
13
13
26
Graphic Designer
216601
209
143
130
104
Multimedia Designer
216603
509
104
104
757
Web Designer
216604
52
26
26
52
Advertising Specialist
243101
222
170
117
352
ICT Account Manager
243401
26
26
26
26
Multimedia Specialist
251301
65
0
0
13
Copywriter
264201
78
157
196
78
Sales Representative (Business Services)
333903
26
13
13
52
Classified Advertising Clerk
441901
65
0
0
0
Source: The MICT SETA OGS
As presented in the table above, in the Advertising sub-sector, the occupations identified are mostly
professional indicating the need for high-level skills. Across most of these, the most favoured
intervention is internships followed by bursaries. The following is a summary of the scarce skills
occupations for the sub-sector:
Career Opportunities Guide 2014
Page 11
–
Director could refer to senior managerial people including Project Directors. Alternative titles
include Chief Executive Officer, Company Director, Executive Director and Managing Director
–
Alternative titles to a Data Management Manager are Data Operations Manager or Data
Processing Manager. Their role involves processing and manipulation of data
–
Multimedia Designer alternative titles include Digital Media Designer, Instructional Designer,
Interactive Media Designer and Multimedia Artist
–
Advertising Specialists are also known as Advertising Account Executive, Advertising Account
Manager, Advertising Agent Representative, Advertising Coordinator / Specialist or Creative
Director (Advertising)
3.5.2 Film and Electronic Media
The table below presents the estimation of Film and Electronic Media scarce skills identified and
projected over a period of four years. There appears to be some relationship between skills
required in the Advertising sub-sector and in the Film and Electronic Media sub-sector.
Estimation of Film and Electronic Media Scarce Skills Need
Occupation
OFO Code
2013
2014
2015
2016
Multimedia Designer
216603
2788
2788
2788
1859
Management Accountant
241102
133
187
187
80
Market Research Analyst
243102
267
533
533
133
Software Developer
251201
107
0
0
27
Multimedia Specialist
251301
2665
2665
2665
1333
Web Developer
251302
133
187
187
133
Technical Writer
264103
267
533
267
533
Radio Journalist
264204
133
53
53
133
Director (Film, Television, Radio or Stage)
265401
1333
1333
1333
1333
Film and Video Editor
265403
133
0
0
0
Program Director (Television or Radio)
265404
107
160
160
53
Technical Director
265405
133
213
267
0
Sales Representative (Business Services)
333903
187
80
80
160
Set Designer
343204
160
213
213
107
Career Opportunities Guide 2014
Page 12
Occupation
OFO Code
2013
2014
2015
2016
Sound Technician
352103
533
800
1066
533
Source: The MICT SETA OGS
The areas of scarcity for most of the Film and Electronic Media occupations exists primarily in more
technical roles specific to the sector and less on generic skills such as HR and Finance. In addition to
the table above, print journalists with particular specialisations were identified as scarce. Alternative
titles to a multimedia specialist are Animation Programmer, Computer Games Programmer, Digital
Media Specialist, Graphical Programmer, Multimedia Developer and Multimedia Programmer. Film
and Video Editors are also known as Post Production Editor or Film Editing Equipment Operator
3.5.3
Electronics
For this sub-sector, higher scarcity is estimated in computer and electronics related occupations. As
demonstrated in the next table, there are similarities between the areas of scarcity in the Electronics
and Information Technology sub-sector. This could be attributed to the IT intensive nature of the
electronic sub-sector and the level of convergence that exists between the two sub-sectors.
Estimation of Electronics Scarce Skills Need
Occupation
OFO Code
2013
2014
2015
2016
Sales Manager
122102
136
72
48
144
Electronics Engineer
215201
112
112
136
128
ICT Trainer
235601
120
80
40
120
ICT Sales Representative
243403
160
80
48
160
Software Developer
251201
176
152
152
176
Developer Programmer
251203
184
192
24
104
Computer Network and Systems Engineer
252301
272
208
208
160
Electrical Engineering Technician
311301
176
0
0
88
Electronic Engineering Technician
311401
1280
480
240
960
Computer Network Technician
351301
320
176
152
232
Source: The MICT SETA OGS
With regards to Electronic Engineer the alternative job titles are Communications Engineer (Army),
Computer Engineer, Electronics Designer, Information Engineer, Instrumentation Engineer and
Television Engineer. Computer Network and Systems Engineers have alternative job titles such as
Career Opportunities Guide 2014
Page 13
Communications Analyst (Computers), Computer Network Engineer, Computer Systems Integrator,
Computer Systems / Service Engineer, Network Engineer, Network Programmer / Analyst, Network
Support Engineer, Systems Engineer, Systems Integrator or ICT Customer Support Officer.
3.5.4 Information Technology
Estimation of Information Technology Scarce Skills Need
Occupation
OFO Code 2013
2014
2015
2016
Finance Manager
121101
166
18
37
46
ICT Project Manager
133102
175
239
368
110
Management Consultant
242101
230
202
193
257
ICT Account Manager
243401
120
175
147
83
ICT Sales Representative
243403
147
156
156
46
ICT Systems Analyst
251101
1094
1011
883
1214
Software Developer
251201
1232
947
975
1306
Programmer Analyst
251202
120
120
110
37
Developer Programmer
251203
910
782
690
717
Quality Assurance Analyst (Computers)
251901
166
193
248
230
Database Designer and Administrator
252101
147
607
175
175
Systems Administrator
252201
202
138
92
221
Computer Network and Systems Engineer
252301
2005
947
736
1407
ICT Security Specialist
252901
497
671
1030
524
Technical (ICT) Support Services Manager
252902
138
37
37
28
Computer Network Technician
351301
883
579
331
1057
Web Technician
351401
211
745
331
138
Telecommunications Technical Officer or Technologist 352201
331
221
230
294
Program or Project Administrators
276
184
110
524
441903
Source: The MICT SETA OGS
There are software developer, programmer analyst and developer programmer skills that remain
areas of scarcity in the sub-sector. The ICT survey found that priority skills are in the fields of
Career Opportunities Guide 2014
Page 14
Software as Service/Cloud Computing, Network Infrastructure, Information Security and Application
Development. The top programming languages were found to be NET, C#, C++, Java and VB. In
addition to the scarcity reflected above, the Government Information Officers Council, representing
all government departments CIOs in South Africa have provided a list of scarce skills from a
government IT’s viewpoint.
–
Business Analyst
–
Mobile Apps Developers
–
ECM Specialists
–
Web & Portal Developers
–
Business Intelligence Developers
–
SAP HCM Consultants
–
SAP SRM Consultants
–
SAP Authorization Consultants
–
SAP Basis Consultants
–
SAP Abap Developers
–
Open Source Developers
–
Data Architects
–
Application Architects
–
Network Administrators
–
Quality Assurance Administrators
–
IT Managers
With regards to the list above it is noted that the imminent deployment of SAP HCM as part of IFMS
will impact on SAP HCM skills countrywide. The government strategy to promote open source will be
impacted by the scarcity of skills. Enterprise Content Managers are in demand by all government
departments and is a high scarcity. Moreover, the strategy of developing IMSP will be impacted by
lack of Enterprise Architecture skills.
Career Opportunities Guide 2014
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3.5.5
Telecommunications
As with the Information Technology and Electronics sub-sectors, Telecommunications has
identified a higher need in the technical occupations that are specific to the sector as being a scarcity
of skills. The telecommunications sub-sector incorporates both the retail side and the technical side.
As noted in the table below, there is a scarcity amongst professionals. The experienced retail
managers are required in the mobile phone shops.
Estimation of Telecommunications Scarce Skills Need
Occupation
OFO Code
2013
2014
2015
2016
Sales and Marketing Manager
122101
50
50
50
55
Chief Information Officer
133101
100
100
50
175
Retail Manager (General)
142103
45
40
40
40
Telecommunications Network Engineer
215303
50
50
50
25
ICT Trainer
235601
30
25
25
40
Management Consultant
242101
50
25
25
50
ICT Business Development Manager
243402
55
50
50
60
ICT Systems Analyst
251101
40
25
25
65
Developer Programmer
251203
185
165
165
185
Systems Administrator
252201
25
25
25
35
Electrical Engineering Technician
311301
35
20
15
25
Computer Operator
351101
250
100
100
250
Computer Network Technician
351301
310
275
270
300
Telecommunications Technical Officer or Technologist
352201
30
30
30
55
Telecommunications Line Mechanic
672204
50
50
50
100
Source: The MICT SETA OGS
In the table above, all occupations presented are deemed to specifically require ICT technical skills. It
must be noted that the OFO code for Management Consultants also include job titles such as
Business Analyst, Business Support Project Manager, E-commerce Programme Manager, Service
Solutions Project Manager and Technology Development Coordinator. The occupations identified as
scarce over the next four years presents MICT SETA with an opportunity to work with stakeholders
in prioritising and supporting interventions that are aimed at addressing these scarce skills.
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3.6
Overview of critical skills
The rapid technological changes in the sector require that employees keep abreast with the
developments. This is a costly exercise for employers, as they constantly have to send employees for
training on new technologies. The annual training report submissions for 2013 by employers has
reflected a 78% training on short courses (learning programmes that are not credit bearing) as
compared to other forms of learning programmes.
Employers in the sector have indicated that the type of training that employees have to attend is
typically vendor specific and some do not bother with providing MICT SETA with information about
such programmes as they fund them from their internal training budgets. Each year, SETAs gather
data on the critical skills identified in each of the SETA Sectors. The critical skills below were
identified from WSP submissions and extrapolated using modelling techniques to reflect demand
at a sector level. There were over 500 critical skills identified across all the five sub -sectors and
identifying the top ones was somewhat challenging.
Advertising Critical Skills
The Advertising sub-sector is estimated to require customer service skills more than any other critical
skill. The crucial skills identified were grouped together as they reflected needs identified across
various occupations.
Estimation of the Advertising Critical Skills
Critical Skill
2013
2014
2015
2016
Customer Service
114
228
285
331
Digital skills (Including programming, animation, and applications)
95
190
238
276
Strategic thinking
57
114
143
166
Reputation management
38
76
95
110
Research skills
19
38
48
55
Management / Leadership development
19
38
48
55
Content Management
19
38
48
55
Source: The MICT SETA OGS
Career Opportunities Guide 2014
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Film and Electronic Media Critical Skills
Most of the critical skills identified are technical skills that are relevant to occupations in the sector,
followed by generic skills such as accounting that are required across various economic sectors.
Estimation of Film and Electronic Media Critical Skills
Critical Skill
2013
2014
2015
2016
Digital (programming, airwaves, animation)
1983
3967
4958
5752
Set Building
401
801
1002
1162
Project Accounting
401
801
1002
1162
Technical directorial skills
200
401
501
581
Client Relationship Building
120
290
352
349
Management / Leadership
120
240
300
349
Source: The MICT SETA OGS
Electronics Critical Skills
The Electronics sub-sector listed technical skills as the highest critical skills in the sector. With the
exception of sales, the rest of the critical skills identified in the Electronics sub-sector are technical
skills that are specific to people employed in the sub-sector.
Estimation of Electronics Critical Skills
Critical Skill
2013
2014
2015
2016
Technical skills (Including
1512
3023
3779
4384
Consulting
252
504
630
731
Engineering techniques
252
504
630
731
Facilitation
189
378
472
548
Sales
189
378
472
548
Java
126
252
315
365
Database Administration
76
151
189
219
Voice and Data Communication
76
151
189
219
Biochemistry
63
126
157
183
Field Technician Controls
63
126
157
183
Source: The MICT SETA OGS
Career Opportunities Guide 2014
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Information Technology Critical Skills
The table below presents the estimation of Information Technology critical skills over the next four
years. It is likely that the sub-sector stakeholders will continue to enrol their employees on short
courses, as is currently the case, to address the skills gaps. Innovation and commoditisation of
technology and the consumerisation and proliferation of devices ensure that the employers and
practitioners in the sector must invest in skills and skills updates on a continuous basis (ICT Survey,
2013). In the Information Technology sub-sector, employees require to be up-skilled in sales skills
followed by technical skills. Most of the critical skills gaps in the sub-sector are technical in nature.
Some soft skills such as management and leadership development and accounting are starting to
emerge in this sub-sector as compared to other sub-sectors.
Estimation of Information Technology Critical Skills
Critical Skill
2013
2014
2015
2016
Sales Skills (Including Account Management)
7172
14344
17930
20799
Technical skills
1057
2115
2644
3067
Support Skills
570
1140
1425
1653
Product Skills
386
772
965
1120
Network Support
322
644
805
933
Oracle and MS Databases
276
552
690
800
Accounting
257
515
644
747
Business Analysis
202
405
506
587
Management and leadership Development
184
368
460
533
Office Automation
184
368
460
533
Source: The MICT SETA OGS
Career Opportunities Guide 2014
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Telecommunications Critical Skills
The table below presents critical skills gaps in the Telecommunications sub-sector. Most of the critical
skills gaps are deemed to specifically require IT technical interventions with the exception of
mentoring and succession planning skills.
Estimation of Telecommunications Critical Skills
Critical Skill
2013
2014
2015
2016
Mentoring and succession planning
1104
2209
2761
3203
Customer Service Skills
412
824
1030
1195
Technician
412
824
1030
1195
Management/Leadership
148
297
371
430
Product knowledge
90
165
206
239
Engineering, planning, Core network and monitoring
84
165
206
239
General understanding of Telecoms
82
165
206
239
IT networking
80
165
206
239
Programming
78
165
206
239
Source: The MICT SETA OGS
The critical skills needs highlighted above indicate the trend of employers funding and conducting
their own training as they see fit and in line with their business requirements. Given the varied nature
of programmes per sub-sector and across occupations, employers are accessing bespoke training
from providers of their choice.
MICT SETA has identified a number of vendor programmes that are in high demand within the sector
and it is in the process of aligning them with the National Qualifications Framework so that they could
be recognised as credit bearing. Employers recognise these programmes as standard bearers and
they enable employees to be employable. Once the programmes have been aligned with the NQF, in
addition to receiving a certificate from the vendor or the certificatory, MICT SETA will also be issuing a
certificate of credits.
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3.7
Supply of Skills into the MICT Sector
The MICT sector relies on a mix of private and public provision of education and training for skills into
the sector. The public HET sector provides degrees and diplomas that are relevant for the sector
however there is always a need for additional skills once people have graduated. These are typically
offered in the private sector. The private providers have traditionally provided training in some of the
sub-sectors over the years and their training is generally considered to be of sufficient value.
Given the rapid nature of technological advancements in the sector, there is a need to consistently
up-skill employees. Though a mixture of learning programmes are popular within the MICT sector,
vendor specific programmes and certifications remain the most popular, more especially in the
Information Technology sub-sector. For the practitioners to work on particular equipment, they require
training that is typically non-credit bearing and lasting just but a couple of days.
3.7.1
FET/HET landscape and enrolments in relevant qualifications
All universities in South Africa produce skills that are relevant in the sector. The DHET requires that
SETAs work closely with public HETs and FETs in delivering skills development. In respect of this, the
SETA grant regulations issued in 2012 required SETAs to fund PIVOTAL programmes. There are
about 52 FET colleges in South Africa which each provide a myriad of qualifications. A few of these
FET colleges are conducting business with SETAs and have successfully implemented SETA funded
programmes on behalf of employers.
Government would like to see more of these colleges getting involved in the delivery of training,
especially in rural areas where private provision is almost non-existent and where there is a need for
targeted skills development interventions. A number of FET colleges are accredited to offer the
International Computer Driver’s License (ICDL), which enables them to offer end user computing skills
to people close to where they are located. Challenges that currently exist for FET colleges are
ensuring better throughput rates amongst NC (V) learners and those enrolled on Nated programmes.
FET colleges offer technical and business programmes that are relevant in the MICT sector.
The South African HET sector produces thousands of graduates annually who remain unemployed.
Often learners enrol on programmes that do not offer career opportunities whilst in other cases the
curriculum being taught does not align with the needs of employers in the economy.
Career Opportunities Guide 2014
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Graduates per annum between 2009 and 2011.
Learning Category
2009
2010
2011
Advertising and Marketing related
5,311
5,834
6,626
Computer science and electrical engineering related
7,326
7,937
8,378
Film and Photographic Arts
63
341
361
Source: HEMIS database, 2013
As can be seen from the table above, there has been a general graduate output increase in all
categories. Graduate outputs for marketing and advertising related degrees have been on an increase
between 2009 and 2011. There was an increase of about 13% in graduates between 2010 and 2011.
Computer science and computer science related graduates have also increased between 2009 and
2011. With regards to the Film and Photographic Arts, an almost 6% growth was recorded between
2010 and 2011.
Although the graduate output reflected in the table above indicates a growing trend, taking into
account over 19,000 employers in the sector as well as other employers in the broader economy who
are also recruiting these skills, the output is limited. It must be noted that employers in the sector do
not only employ graduates from these categories, however, these form the core of “technical” skills
required in the sector.
It must however be noted that employers have lamented the lack of work readiness of graduates. In
most instances these graduates were taught on out-dated curricula and must first learn some more in
the workplace before they become usable. In addition, employers have to train them on proprietary
software packages or equipment relevant short courses. Given that most of the vendor courses are
not aligned to the NQF, these cannot be claimed under PIVOTAL grants despite being of importance
in the sector.
There appears to be a challenge with graduates not having sufficient knowledge and exposure to the
workplace prior to graduating. However, there are some private training providers who work closely
with the industry and are constantly exposing their students to real world projects. In order to
overcome the challenge of a lack of work-readiness, some employers have explored internships,
which they use as an on boarding programme to expose and develop graduates.
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3.7.2
Other Providers
There are private training providers operating in the sector providing specialised and niche training
and in certain instances are reliant upon to produce the technical skills required. Employers in the ICT
sector increasingly rely on vendor specific training packages in relation to the software packages and
technologies that practitioners are required to use. While some of the training is provided as top up
skills to graduates and experienced practitioners, there are specific training programmes that are
aimed at providing skills and certification for people with no post school qualification or background in
the sector. Given the need policy direction to fund more PIVOTAL programmes, it is imperative for the
sector to identify and align specific vendor programmes to the NQF so that they can be funded as part
of the sector development strategy.
3.8 Learning Programmes
Learnership
A Learnership is a programme that consists of a structured learning component and includes practical
work experience of a specified nature and duration. A Learnership is related to an occupation, is
registered with the Department of Higher Education and Training and shall lead to a qualification
registered on the National Qualifications Framework (NQF). The duration of the Learnership is
normally not be less than twelve months. The MICT SETA total grant for the learnership is R53,
000.00 (ceiling) per learner, this includes the minimum stipend of R1500.00 per learner per month,
while the training grant is R35,000.00 per learner. The Learnership grant is not intended to cover all
the total implementation cost in instances where the implementation cost exceeds the ceiling amount.
Skills Programme
A Skills Programme is an occupationally-directed learning programme comprising of both theory and
practical work experience. It is unit standard based and bears credits towards a registered
qualification. The duration of the MICT SETA skills programmes shall be three to six months. A total
grant for the skills programme is between R5000 and R35 000.00 (ceiling) per learner (depending on
the duration) and the minimum stipend is R1500,00 per learner per month.
Short Courses
A Short Courses is a learning programme that is occupationally directed and aimed at addressing
critical and scarce skills within a workplace. Short Courses are not unit standard based and may/may
not lead to a qualification registered on the NQF. The duration of the MICT SETA Short Course is one
to six months and a total grant is dependent on the duration and the type of the Short Course.
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Internship Programme
An internship programme is a programme that is undertaken at a workplace for the purposes of
exposure to the workplace experience. The duration of the MICT SETA internship programme is
between eight and twelve months. The total grant for the Graduate Internship Programme is R70
000.00 (ceiling) per Intern and the minimum stipend R3500, 00 per Intern per month.
Workplace Experience
Workplace Experience is a programme that is undertaken at a workplace for the purposes of
exposure to the workplace to complete a qualification. The duration of the MICT SETA Workplace
Experience is between six to twelve months depending on the institutional requirements. The total
grant for Workplace Experience is R70 000.00 (ceiling) per learner, this includes the minimum stipend
of not less than R3500,00 per learner per month.
Bursaries
A Bursary is a grant allocated to learners who are studying or registered to study in academic learning
programmes that lead to academic qualifications such as Certificates, Higher Certificates, Diplomas
and Degrees. A bursary grant is awarded for the duration of the qualification for qualifying learners
studying or intending to study within the MICT sector and is annually renewed subject to the Bursar’s
successful completion of the academic year sponsored. The total Bursary grant is up to an amount of
R70 000.00 (ceiling) per year inclusive of all other inherent costs.
3.9 PIVOTAL Programmes
Definition
According to NSDS III and the new SETAs Grant Regulations regarding monies received by a SETA
and related matters (Government Gazette No. 35940), PIVOTAL programmes refer to:
Professional, vocational, technical and academic learning programmes that result in qualifications or
part qualifications registered on the National Qualifications Framework (NQF) that address critical and
scarce skills needs. For the MICT SETA;
Professional learning programmes means programmes that lead to designations that are registered
by professional bodies.
Vocational learning programmes means nated and artisanal programmes that lead to a trade and/or
the National Certificate Vocational (NCV).
Career Opportunities Guide 2014
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Technical learning programmes means programmes that are occupationally-directed and registered
by the SETA; such programmes include Apprenticeships, Learnerships and Skills Programmes.
Academic learning programmes means programmes that lead to academic qualifications such as
Certificates, Higher Certificates, Diplomas and Degrees.
Purpose
PIVOTAL programmes are aimed at promoting National Qualifications Framework (NQF) registered
and quality assured PIVOTAL programmes that address priority scarce and critical skills identified in
the MICT SETA Sector Skills Plan
Criteria for PIVOTAL Funding
The MICT SETA allocates at least 80% of its total 49.5% discretionary grants every financial year (1
April– 31 March) towards PIVOTAL programmes to address scarce and critical skills within its sectors
in accordance with the new Funding Regulations. The remaining 20% is allocated to other
programmes in accordance with the priorities outlined in the SSP.
MICT SETA PIVOTAL learning programmes cater for:
–
Full occupationally-directed learning programmes that are recorded in the Workplace Skills
Plan (WSP) and PIVOTAL Training Plan (PTP)
–
Programmes that address scarce and critical skills identified in the Workplace Skills Plans /or
the broader MICT SETA Sector Skills Plan
–
Theory (college or university) and practical learning in the workplace.
–
Employed and unemployed.
PIVOTAL grants are allocated to initiatives that address the MICT sector’s scarce and critical skills
through the following programmes:
–
Work-integrated learning (Industry based learning)
–
Professional placements
–
Apprenticeships
–
Learnerships
–
Skills Programmes
–
Workplace experience placements (for Universities of Technology and FET Colleges learners)
–
Bursaries
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Internship programmes are not be funded through the PIVOTAL grant, but rather, through the
remaining 20% of the discretionary grants in accordance with the sector priorities outlined in the
SETA Sector Skills Plan.
Applying for PIVOTAL grants
In order to obtain a PIVOTAL grant from the SETA, employers and other institutions that meet the
MICT SETA criteria for PIVOTAL grants required to:
–
Complete and submit a, Annual Training Report (ATR), Workplace Skills Plan (WSP) and
PIVOTAL Training Plan (PTP) by 30 April each year, using a prescribed template that is
accessible from the MICT SETA’s SETA Management System (SMS).
–
Apply through the Letter of Intent (LoI) as provided by the MICT SETA on its website.
In certain circumstances, a co-funding approach shall be employed, wherein a funding partnership
between the MICT SETA and the implementing company shall be entered into. Qualifying companies
that implement the MICT SETA PIVOTAL programmes in rural areas and those that target people
with disabilities are eligible for a 100% PIVOTAL grant.
3.10 Registered qualifications
The MICT SETA ETQA has a number of qualifications that it manages and for which it accredits
training providers and registers assessors and moderators. For every such qualification, once
registered, the training provider is not limited to the MICT sector but can offer training to the rest of the
economy. That means in addition to supporting, the MICT SETA has a responsibility to the rest of the
economy for provision of quality assurance services on the qualifications it accredits.
The following table presents the list of qualifications managed by MICT SETA, and the number of
accredited training providers for each qualification. There are 43 qualifications registered of which
40% are at NQF level 4 and 37% at NQF level 5. There are three qualifications at level 6 and 1 at
level 7. Over 10 qualifications have no training provider accredited whilst 10 have only 1 provider
registered. There are only five qualifications with more than 50 training providers registered. That
potentially signifies the popularity of such qualifications.
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MICT SETA Qualifications and number of Accredited Training Providers
SAQA
ID
Qualification Title
Credits
Assessors
NQF
Level
Providers
21190
Further Education and Training Certificate: PC
Engineering
120
13
Level 4
1
21191
Further Education and Training Certificate: PC
Support
120
18
Level 4
1
21797
National Certificate: Telecommunications for
Customer Premises Equipment
152
17
Level 4
3
21799
National Certificate in Telecommunications for
Customer Premises Equipment: Level 3
135
14
Level 3
3
48573
National Certificate: Information Technology:
Systems Support
147
329
Level 5
99
48671
National Certificate Music Industry: Sound
Technology
139
20
48792
Certificate: Broadcast Engineering
120
7
Level 5
0
48811
Further Education and Training Certificate:
Music Industry: Sound Technology
159
8
48872
National Certificate: Information Technology:
Systems Development
131
248
Level 5
87
49077
National Certificate: Information Technology:
End User Computing
130
1346
Level 3
778
49121
National Certificate: Interactive Media
130
24
Level 5
0
49122
National Certificate: Radio Station
Management
157
6
Level 5
0
49127
Further Education and Training Certificate:
Design Foundation
141
36
Level 4
0
49138
National Diploma: Copywriting
240
1
Level 5
0
49317
National Certificate: Scriptwriting
147
1
Level 7
0
50479
Further Education and Training Certificate:
Advertising
148
16
Level 4
0
Career Opportunities Guide 2014
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SAQA
ID
Qualification Title
Credits
Assessors
NQF
Level
Providers
57607
National Certificate: 3D Animation and Visual
Effects
149
6
Level 5
0
57611
National Certificate: 2D Animation
136
9
Level 5
0
58394
National Certificate: Film and Television
Production
122
22
Level 5
0
58820
National Certificate: Advertising
124
6
Level 5
0
58978
National Certificate: Journalism
120
32
Level 5
0
59057
Further Education and Training Certificate:
Telecommunication Network Operations
132
30
Level 4
5
59569
National Certificate: Electronics
120
11
Level 3
0
59910
National Certificate: Information Technologies
Operations
130
0
Level 3
2
60509
National Certificate: Design Techniques
121
7
Level 5
0
61450
Further Education and Training Certificate:
Film and Television Production Operations
157
22
Level 4
1
62069
National Certificate: Radio Production
159
17
Level 5
0
63769
National Certificate: Business Analysis Support
Practice
138
36
Level 5
4
63849
Further Education and Training Certificate:
Electronics
122
4
Level 4
0
63909
National Certificate: Business Analysis
149
30
Level 6
2
65874
Further Education and Training Certificate:
Telecommunication Systems
132
1
Level 4
0
65876
Certificate: Telecommunication Systems
120
1
Level 5
1
71850
Certificate: Information Technology: Database
Development
120
8
Level 6
1
71853
Further Education and Training Certificate:
Information Technology: End User Computing
132
16
Level 4
1
71869
Certificate: Information Technology: Database
Administration
120
23
Level 6
1
Career Opportunities Guide 2014
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SAQA
ID
Qualification Title
Credits
Assessors
NQF
Level
Providers
73298
Further Education and Training Certificate:
Photography
128
2
Level 4
0
73390
Further Education and Training Certificate:
Graphic Web Design and Multimedia
136
4
Level 4
1
73391
Further Education and Training Certificate:
Website Development
136
4
Level 4
1
73429
Further Education and Training Certificate:
Computer Programming
136
5
Level 4
1
78963
National Certificate: Telecommunications for
Customer Premises Equipment
120
4
Level 2
0
78964
Further Education and Training Certificate:
Information Technology: Technical Support
163
320
Level 4
59
78965
Further Education and Training Certificate:
Information Technology: Systems
Development
165
182
Level 4
50
83026
National Certificate: Information and
Communications Technology (ICT) Software
Testing
138
4
Source: MICT SETAETQA database, 2013
The availability of assessors on qualification is important to ensure sufficient provision of training in
the sector and across the economy. At NQF level 2 there is one qualification and four assessors
registered. This is contrasted with NQF 7 where there is 1 qualification and only one assessor.
MICT SETA Qualifications and Number of Registered Assessors
Row Labels
Qualifications
Assessors
Level 2
1
4
Level 3
4
1371
Level 4
16
690
Level 5
15
751
Level 6
3
61
Level 7
1
1
Source: MICT SETA ETQA database, 2013
Career Opportunities Guide 2014
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The availability and capacity of one assessor to produce quality work over time is risky, especially if
demand for the qualification increases and this could pose a risk for MICT SETA. This means there is
a potential need to improve the number of assessors. The highest number of assessors is registered
against NQF 3 qualifications. However it must be noted that the majority of workers in the sector
require mid to high level skills and not lower level skills. That means assessors are likely to be
servicing the rest of the economy instead of the MICT sector.
3.11 Utilisation of Qualifications
The utilisation of qualifications by employers in the MICT sector and across the rest of the economy is
an important indicator of targeted skills development and appropriateness of skill programmes.
According to the MICT SETA ETQA database, between 2008 and 2013 there were just over 60,000
enrolments. Amongst those, 37% had an achieved status whilst 60% were still enrolled. Less than 1%
of all enrolments were recorded as having been de-enrolled.
Amongst the 43 registered qualifications there were 21 that recorded enrolments between 2008 and
2013, with the highest number of enrolments being recorded against National Certificate: Information
Technology: End User Computing at 18% of approximately 60000 enrolments. In total there were
24382 enrolments recorded against the registered qualifications.
Enrolments by Registered Qualifications (NQF)
Level 6
3%
Level 5
34%
Level 3
45%
Level 4
18%
Source: MICT SETA ETQA database, 2013
Career Opportunities Guide 2014
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In terms of the enrolments on registered qualifications, NQF 2 and 7 qualifications did not have any
enrolments recorded between 2008 and 2013. Although the enrolments include skills programmes,
the above figure is in respect of registered full qualifications of MICT SETA. The figure illustrates that
amongst 24382 enrolments, 45% were at NQF 3, 34% at NQF 5 and 18% at level 4.
3.12 Training Conducted in the Sector
Analysis of ATR data demonstrates the extent of training taking place in the sector amongst those
employers submitting WSPs. The data demonstrates that employers there are training more on short
courses and skills programmes as opposed to other forms of skills development interventions. Given
the dynamic and fast paced nature of the sector, this is not surprising. Employers across all subsectors during interviews further indicated the need to ensure continuous capacitation of employees in
new methods and technologies. The employers across all sub-sectors are operating in a globalised
world and the need to keep abreast with latest development is of importance.
Training conducted based on ATR submissions
Learning
Intervention
Advertising
Film and
Electronic Media
Electronics
Information
Technology
Telecoms
Totals
Learnerships 18.1
154
107
160
670
183
1274
Learnerships 18.2
38
834
299
2249
536
3956
Skills
Programmes
533
1443
3188
7927
20838
33929
Internships
77
85
90
222
98
572
Short Courses
5016
10542
12976
56039
89562
174135
Adult Education &
Training
187
300
1351
1720
1673
5231
Bursaries
129
288
547
1179
820
2963
Total
6134
13599
18611
70006
113710
222060
Source: The MICT SETA OGS, 2013
The current regime of SETA grant regulations requires that SETAs fund more PIVOTAL programmes
and this is going to have an impact on the number of funded interventions in all sub-sectors.
Employers may have to fund short courses from their internal training budgets whilst relying on
SETAs for full qualifications. This however has implications in terms of an expected increase in the
demand for full qualifications.
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4 Summary
The MICT sector relies on private and public sector providers of education and training. Although the
public HETs and FETs play an important role in producing graduates with relevance for the sector,
private training providers have an increasingly important role to train in niche areas. In order to
expand provision, MICT SETA needs to work with public FET colleges to enable them to offer
accredited qualifications. There is also a need to build the capacity of private providers to provide
quality occupational qualifications.
Given that employers are spending their internal training budgets - more than 1% of payroll, the
significant concentration of short courses more than any other learning type points to a response to
the real market needs. Though Short Courses are not cheap, employers are enrolling their employees
because these are their tools of trade. This calls for a targeted approach by MICT SETA in building
skills supply capacity for the sector.
5 Conclusion
The MICT sector is a dynamic sector with potential for further growth. Being at the forefront of
technological changes and advancement is crucial amongst employers and stakeholders in the
sector. This together with keeping up to date with international trends in advertising as well as in film
and electronic media has some serious skills development implications. As the use of technology and
mechanisation becomes prevalent this too has skills development implications.
The BBBEE imperatives of the country require that meaningful transformation take place in the
economy and skills development is an important pillar in that regard. Mainstreaming of computer
skills, especially end user computing will continue to be relevant, especially amongst people with lowlevel skills. As various programmes expressed in policies and guidelines of government start to be
implemented in the medium term, there will be a need to address the skills requirements that emerge
from such programmes.
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6 Contact us
Sector Skills Planning:
Name
Designation
Email
Sekgana Makhoba
Senior Manager: Sector Skills Planning
sekgana.makhoba@mict.org.za
Thobeka Siluma
Administrator: Sector Skills Planning
Thobeka.siluma@mict.org.za
Learning Programmes
Name
Designation
Email
Jabu Sibeko
Senior Manager: Learning Programmes
jabu.sibeko@mict.org.za
Ernest Nemugavhini
Learning Programmes Coordinator
ernest.nemugavhini@mict.org.za
Name
Designation
Email
Charlton Philiso
Senior Manager: ETQA
charlton.philiso@mict.org.za
Buyisiwe Gumede
ETQA: Administrator
buyisiwe.gumede@mict.org.za
ETQA
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