environmental affairs · 2018-06-12 · pluMbiNG skills TRAiNiNG foCus GRoup MeeTiNG Environmental Affairs Department: REPUBLIC OF SOUTH AFRICA environmental affairs Skills Development

Chef skills TRAiNiNGCoNsTRuCTioN: MAsoNRy skills TRAiNiNG

plANT pRoduCTioN skills TRAiNiNG

CoNseRvATioN skillsCoNsTRuCTioN: TiliNG skills TRAiNiNG

CoNsTRuCTioN: pluMbiNG skills TRAiNiNG

foCus GRoup MeeTiNG

Environmental AffairsDepartment:

REPUBLIC OF SOUTH AFRICA

environmental affairs

Skills Development March 2017

environmental protection and infrastructure programmes (epip) impact evaluation: skills development

depARTMeNT of eNviRoNMeNTAl AffAiRs

2017

Design and Layout byChief Directorate: CommunicationsPrivate Bag X447, Pretoria 0001

CoNTeNTs

List of figures .................................................................................................................................................................................. iv

List of Tables .................................................................................................................................................................................. iv

List of Annexures ........................................................................................................................................................................... iv

List of Acronyms ............................................................................................................................................................................. v

eXeCuTive suMMARy ...................................................................................................................................................................vii

1. iNTRoduCTioN ANd bACkGRouNd ....................................................................................................................................... 1

1.1 The Environmental Protection and Infrastructure Programmes (EPIP) .............................................................................. 2

1.2 Rationale for the study ........................................................................................................................................................... 2

1.3 Background to training within EPIP ........................................................................................................................................ 3

2. leGislATive fRAMeWoRk ......................................................................................................................................................... 8

2.1 The National Development Plan Vision 2030 ....................................................................................................................... 8

2.2 Medium Term Strategic Framework (MTSF) .......................................................................................................................... 8

2.3 New Growth Path ................................................................................................................................................................... 8

2.4 Skills Development Act ........................................................................................................................................................... 8

3. sCope of The sTudy ................................................................................................................................................................. 9

3.1 Study aims and objectives ..................................................................................................................................................... 9

3.2 Study population ..................................................................................................................................................................... 9

3.3 Limitations ............................................................................................................................................................................... 10

4. AppRoACh ANd MeThodoloGy .......................................................................................................................................... 11

4.1 Preparation of research tools .............................................................................................................................................. 11

4.2 Language translation ............................................................................................................................................................ 11

4.3 Interviewer induction training .............................................................................................................................................. 11

4.4 Pilot interviews ....................................................................................................................................................................... 12

4.5 Record of interviews ............................................................................................................................................................. 12

4.6 Data collection and analysis ............................................................................................................................................... 12

4.6.1 Telephone interview participants ..................................................................................................................................... 12

4.6.2 Focus Group Discussion’s participants ............................................................................................................................ 12

5. sTudy fiNdiNGs ANd disCussioN ........................................................................................................................................ 14

5.1 Participant’s socio economic status ................................................................................................................................... 14

5.2 Skills programmes .................................................................................................................................................................. 16

5.3 Training impact assessment ................................................................................................................................................. 16

5.3.1 Further skills development ................................................................................................................................................. 17

5.3.2 Employment opportunities ................................................................................................................................................ 17

5.3.3 Entrepreneurship opportunities ......................................................................................................................................... 18

5.3.4 Overall quality of life .......................................................................................................................................................... 19

5.3.5 Challenges and opportunities .......................................................................................................................................... 20

6. CoNClusioNs ANd ReCoMMeNdATioNs ........................................................................................................................... 21

7. RefeReNCes .............................................................................................................................................................................. 23

lisT of fiGuRes

Figure 1: Assistant Chef Skills programme .................................................................................................................................. 4

Figure 2: Construction, Masonry skills .......................................................................................................................................... 5

Figure 3: Plant Production skills intervention ............................................................................................................................... 5

Figure 4: Conservation General Assistant ................................................................................................................................... 6

Figure 5: Construction skills, tiling ................................................................................................................................................. 6

Figure 6: Construction skills, plumbing ........................................................................................................................................ 7

Figure 7: Number of EPIP projects implemented per province ............................................................................................ 10

Figure 8: Projects focus areas per province ............................................................................................................................. 10

Figure 9: Focus group discussion for KwaZulu-Natal Funjwa Lodge/ Mabaso Game Reserve project in KwaZulu-Natal province ............................................................................................................................. 13

Figure 10: Focus group meeting for participants involved on the Lomshiyo Tourist Lodge and Hiking trail project in Mpumalanga province ..................................................................................................... 13

Figure 11: Focus group meeting for participants employed on the Willem Pretorius Nature Reserve in Free State province ..................................................................................................................................... 14

Figure 12: Participants’ gender ................................................................................................................................................. 15

Figure 13: The age group of participants ................................................................................................................................. 15

Figure 14: The racial group of participants .............................................................................................................................. 15

Figure 15: The highest level of education /qualification received by participants ............................................................ 16

Figure 16: Number of participants who attended training on various skills programmes .................................................. 16

Figure 17: Occupation of participants post training completion .......................................................................................... 17

Figure 18: The period it took to receive any employment for participants post training completion .............................. 17

Figure 19: Responses from participants on improvement of their quality of life .................................................................. 19

Figure 20: The number of participants who received certificates after training ................................................................. 20

Figure 21: The period it took for participants to receive certificates .................................................................................... 20

lisT of TAbles

Table 1: Details for EPIP projects selected for the Focus group discussions ......................................................................... 13

lisT of ANNeXuRes

Annexure A: EPIP list of skills programmes ................................................................................................................................ 24

Annexure B: Training projects implemented within EPIP focus areas ................................................................................... 38

Annexure C: An interview guide with a consent form ........................................................................................................... 43

Annexure D: Focus Group Discussion guide ............................................................................................................................ 47

lisT of ACRoNyMs

The following abbreviations are used throughout this report.

Agri-seTA: Agricultural Sector Education Training Authority

CAThsseTA : The Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority

deA: Department of Environmental Affairs

ded : Department of Economic Development

dol: Department of Labour

dpMe : Department of Planning, Monitoring and Evaluation

dpW: Department of Public Works:

epip: Environmental Protection and Infrastructure Programmes

epWp: Expanded Public Works Programme

eTQA: Education and Training Quality Assurance

GosM: Greening and Open Space Management

MTsf: Medium Term Strategic Framework

Ndp: National Development Plan

NGp: New Growth Path

p & p: People and Parks

sAQA: South African Qualifications Authority

seTA: Sector Education and Training Authority

sMMes: Small Medium and Micro Enterprises

sRp: Social Responsibility Programme

sTATssA: Statistics South Africa

TveT: Technical Vocational Education and Training

us: Unit Standards

Wfl: Working for Land

WftC: Working for the Coast

WoW: Working on Waste

yes: Youth Environmental Service

ACkNoWledGeMeNTs

The primary authors of this document are Ms Gertrude Matsebe, Ms Zamaswazi Nkuna, Ms Nomfundiso Giqwa and Ms Ntokozo Sibeko, Our sincere gratitude for the tremendous contributions and efforts of the following research team members from various sections within the department: Mr Philemon Hlagala, Ms Nomvuyo Mlotshwa, Ms Vinolia Malatjie, Ms Xolelwa Skefile, Ms Mapatene Malatji, Ms Amogelang Mashao, Mr Sanelisiwe Funani, Ms Sindiswa Siyangaphi, Ms Elane Marthinus, Ms Fakazile Mhlanga, Mr Thendo Nengudza, Ms Phathutshedzo Nesane, Mr Phathutshedzo Raphalalani, Ms Mmajwalane Tladi and Mr Fhumulani Malume. We also like to extend our appreciation to the EPIP participants who consented to contribute towards the interviews and focus group discussions. Finally, this document will not have been complete without comments and inputs provided by the EPIP officials.

eXeCuTive suMMARy

This report presents an evaluation of the impact of the skills development initiative within the Environmental Protection and Infrastructure Programmes (EPIP). EPIP is one of the Chief Directorates within the Environmental Programmes branch of the Department of Environmental Affairs (DEA). Its main goal is to alleviate poverty through interventions that are implemented in communities to uplift households especially those headed by women while empowering participants to participate in the mainstream economy. This is done in line with the Department’s mandate to address the environmental management challenges facing the coun-try.

EPIP goes further and embraces the principles of the Expanded Public Works Programme (EPWP) in the ef-forts towards poverty alleviation. Its function is thus the identification and implementation of projects using labour intensive methods targeting the unemployed, the youth, women, the disabled and Small Medium and Micro Enterprises (SMMEs). The programme’s current workforce targets are 65% youth, 58% women and 2% people with disabilities. The specific objectives for the programme are better environmental man-agement practices; job creation; skills development and strengthening support to SMMEs. To date the programme has created over 300 000 work opportunities, nearly 140 000 Full Time Equivalents (FTEs) and over one million training persons days. These work opportunities are accompanied by skills development through both accredited and non-accredited training of participants on projects.

The skills development initiative in EPIP has been going on since 2005. Since then, millions of rands of public funds have been invested into the training component of the programme. With unemployment, particu-larly youth unemployment continually rising, the evaluation is prudent as it will guide future investment are-as and mechanisms to achieve the goals of equality in economic development. The aim of the evaluation was to assess the impact of the skills development on the participants’ access to and participation in eco-nomic opportunities. This evaluation focussed only on the accredited training component of the skills de-velopment that was conducted between 2012/13 to 2014/15. The skills interventions included among oth-ers Construction, Wholesale & Retail, Conservation, Hospitality, Horticulture, Agriculture and Environmental Practice, Plant production, Nature Site guide and Waste Management

The impact evaluation was carried out using a combination of qualitative and quantitative methodologies on participants from 48 projects. Telephonic interviews were combined with face to face focus group dis-cussions with some 300 participants contributing to the evaluation. The focus groups discussions were held in five provinces, namely, Eastern Cape, Limpopo, Free State, KwaZulu-Natal and Mpumalanga.

The skills development within the EPIP appears to be bearing fruit with some limitations, unintended con-sequences and opportunities for enhancement. The programme appears to be somewhat effective in developing the skills in the participants particularly in terms of stimulating entrepreneurship drive. However, it does not appear that the training provided is having any significant impact in increasing employment opportunities for participants with approximately half (52%) not employed and none of those employed attributing it to the EPIP projects. It does not appear to be directly facilitating the entry of participants into the job market. Further, some fail to thrive as entrepreneurs due to lack of financial and market entry or penetration support.

Notably, the training appears to enhance the self-efficacy of participants to participate in the economic development of their communities or pursue other opportunities. Others got inspiration from the training received, though not using the skills acquired in their current activities. Some indicated that the training has contributed significantly towards change in behaviour and attitudes. Almost 70% of the people who received training during the implementation of EPIP project felt that their quality of life had improved in some way.

The programme is of value but can be enhanced for greater impact. The specific recommendations going forward include the following:

• The training model to be linked to Technical Vocational Education and Training (TVET) or any related institutions for intensive training.

• EPIP officials to liaise or follow-up with the training implementers regarding issuing of certificates within reasonable times (3 months) after training has been completed, and keep the participants posted (de-velopment of a communication plan)

• EPIP to sign Memorandum of Understanding (MoUs) with Sector Education and Training Authorities (SETAs) to ensure that certificates are issued within three months post training completion

• The Project Training Coordinator (PTC) to provide the participants with information about the whole skills development programme on the project that they will be working on and cover specific issues of concern

• Participants to be provided with an opportunity to decide on the skills of their choice for career pathing purposes

• Training to be undertaken within the first four months of project implementation (on projects longer than 12 months) to allow enough time for issuing out of certificates before project closure

• There is need for a more targeted development approach of creating job opportunities into the existing market to cater for those that do not go into self-employment (skills programmes to match the existing job market)

• EPIP to expand on the current skills programmes to ensure that the choice is wider.

• Skills intervention to be responsive to the skills shortage or limitations in the country (e.g. Artisans).

EPIP Impact Evaluation: Skills Development Report 1

1. iNTRoduCTioN ANd bACkGRouNd

This report presents the outcomes of the EPIP skills impact evaluation study. It further provides the status quo of unemployment in South Africa and how it links to the need for skills development, as one way of addressing poverty and inequality. Other issues covered on the report include the Expanded Public Works Programme introduced by government as a strategy to counter unemployment in various departments. Background information on DEA’s EPIP (including the training component) has been outlined to be spear-heading. EPWP’s objectives. Furthermore, the report documents successes and challenges of participants during implementation of training as well as their experiences post project completion. This includes de-termining whether there has been any improvement on the quality of their lives. The terms “participants”, “interviewees”, and “respondents” are used interchangeably in this report to define people who were subjects of this study. Furthermore the identity of participants is not disclosed to for protection of the par-ticipants and ethical purposes.

Unemployment is one of the most critical problems across the globe. South Africa reportedly has one of the highest unemployment rates in the world, currently at 26.5% with the youth particularly affected (STATSSA, 2017). The youth (aged 15-34) remain vulnerable in the labour market with unemployment rate of 37.1% which is 10.6 percentage points above the national average (ibid). Every year this figure grows, because few school leavers are able to study further or to find a job. Furthermore, poverty and inequality pose a further challenge for the country’s economic growth. As such ending poverty and improving the standards of living through increasing opportunities for employment are objectives of the National Development Plan (NPC, 2011).

Unemployment and poverty remain the most significant challenges in South Africa. For the past decade unemployment has remained high, fluctuating between 22-28%, and millions of people have given up on the search for ways of generating income (DEA, 2014). South Africa has a severe problem with structural unemployment and people with limited education and skills and those living in more marginalised and rural communities are most heavily impacted. The South African government has developed a number of strategies respond to this problem including (ibid):

• Substantial investment in increasing the education and skills of the work seeker population;

• Providing social grants as a safety net for those in the most economic need;

• Implementing a range of measures to stimulate economic activity

In addition to these strategies, the government initiated the Expanded Public Works Programme, which aims to provide the unemployed with an opportunity to work and an avenue to contribute to developing their communities and country. It requires that funds are spent, particularly public funds, in a way that more actively creates opportunities for the perennially unemployed to secure work and an income. EPWP would (DEA, 2014):

• Provide an important avenue for labour absorption and income transfers to poor households in the short to medium-term;

• Provide EPWP employment to those who need it for as long as such a temporary safety net is required;

• Provide participants with opportunities to enhance their skills and future earning potential;

• Be regarded as an important means of providing exposure to the world of work in a context where a very high proportion of the unemployed have never worked.

In addition, the National Development Plan (NDP) outlines “three priorities that stand out” (NPC, 2011):

• Raising employment through faster economic growth;

• Improving the quality of education, skills development and innovation;

• Building the capability of the state to play a developmental, transformative role.

Given that a number of participants have attended various training interventions, the programme deemed it necessary to conduct the skills impact evaluation study in order to establish what transpired (to partici-pants) post project completion.

Department of environmental affairs2

1.1 The environmental protection and infrastructure programmes (epip)

As part of these initiative and the priorities of the NDP in the Department of Environmental Affairs, the Environmental Protection and Infrastructure Programmes (EPIP) introduced the section responsible for skills development and the environmental activities in 2005. The main goal of EPIP is thus to alleviate poverty through a number of interventions that are implemented in communities to uplift households especially those headed by women while empowering participants to contribute in the mainstream economy in a manner that addresses the environmental management challenges facing the country.

Since the inception of the programme, a budget of R10, 511,964 has been committed towards project implementation. From this, 302 203 work opportunities and 138 286 Full Time Equivalents (FTEs) have been created. About 1 047 560 training persons days were also created as participants were provided with skills in different fields or areas of work.

The functions of the programme (EPIP) are to manage the identification, planning and implementation of the Environmental Protection and Infrastructure Programmes throughout the country under the Expanded Public Works Programme using labour intensive methods targeting the unemployed, youth, women, peo-ple with disabilities and SMMEs. The programmes comprises of the following focus areas:

• Working on Waste (WoW);

• Working for the Coast (WftC);

• People and Parks (P& P);

• Biodiversity Economy (BE);

• Working for Land (WfL);

• Greening and Open Space Management (GOSM); and

• Youth Environmental Service (YES).

These focus areas mirror the core functions of the department in that they support the biodiversity and con-servation, coastal management, air quality and climate change as well as waste management functions.

The workforce targets for EPIP projects are as follows: 58% women, 65% youth (from 16 to 35 years of age) and 2% People with Disabilities (PWDs).

1.2 Rationale for the study

The training/skills development programme in EPIP commenced as early as 2005 with a major focus on both accredited training and non-accredited training. A total of 7% of the projects’ budget is allocated for the implementation of accredited training and skills development in all approved projects. To date, a budget of over R2 million has been committed on accredited training. The budget spent caters for pay-ment of service providers (facilitation of training), transport and accommodation where necessary. Service Providers of training projects are required to submit completion reports and report the number of partici-pants declared competent at the end of each project. In terms of the EPWP strategy it is required that such programmes report training days to the Department of Public Works and the Cabinet.

The EPWP has continued to operate in the infrastructure, social, environment and culture sectors as well as non-state sectors so as to contribute to the national goal of job creation and poverty alleviation (DPW, 2009). Consequently, it is highlighted that a large proportion of government funding has been committed in order to see this goal come into fruition. It is often pointed out that the issue of monitoring and evalu-ation of projects and the impacts that they make in society is still a problem in government. As a result the process of establishing the progress and the impacts that has been made by such initiatives is often underestimated. For this reason, Performance Monitoring and Evaluation (PME) is considered one of the tools and interventions which can contribute to the evidence on the development impacts of government programmes and projects.

The purpose of the study is thus to take stock and restrategise in the war against unemployment through the skills development. The process also sought to document the challenges if any, with regards to the


implementation of the training interventions and the changes to be effected in order to better respond to the development challenges facing the country.

According to the Department of Planning, Monitoring and Evaluation (2015), impact assessment refers to an essential tool used in the management of programme and policy implementation. Its function is to inform stakeholders as to whether intended results are being achieved as planned or not and to sup-port two critical programme priorities, namely, accountability and informed decision-making. During the presentation of the 2015 Budget Vote for the Department of Planning, Monitoring and Evaluation (DPME), Honourable Minister Jeff Radebe noted that:

‘We have to constantly reflect on whether our programmes are achieving what they were intended to achieve, whether we are doing the right things, whether we are being effective, efficient and providing value for money and how we can improve”.

This Skills development impact assessment exercise therefore forms part of broader initiatives towards ful-filling government aims of measuring the performance of government funded programmes. As such, this evaluation contributes to the efforts of the Department of Environmental Affairs (DEA) and the Department of Performance Monitoring and Evaluation (DPME) towards institutionalising a focus on evidence-based service delivery, the monitoring of the performance of government departments/programmes and the evaluation of the performance and impact of specific public sector programmes. The Department of Environmental Affairs has committed to enhance knowledge generation and transfer in order to develop a “more rigorous approach that gathers, critically appraises and uses high quality research evidence to inform policy making and professional practice” (DEA, 2012).

1.3 background to training within epip

The programme further responds to Reconstruction and Development Programme (RDP) document which recommended job creation through a Public Works Programme (PWP) and an establishment of an inte-grated qualifications’ framework to enable learners to progress to higher levels of education and empha-sising the need for job creation to cater for women, youth and the disabled (Office of the President, South Africa, 1994).

In EPWP Phase 1 after negotiations at the National Economic Development and Labour Council (NEDLAC) it was agreed that all workers in special public works programme should receive a minimum of two (2) days training for every 22 days worked. Its provision was incorporated into the Code of Good Practice for Employment and conditions of Work for Special Public Works Programmes promulgated by the Minister of Labour in terms of 87 (2) of the Basic conditions of Employment Act. Training was regarded as a critical component of EPWP, therefore every EPIP project implemented need to have a clear training programme in place.

Since inception, the implementation of training within the programme has gone through different stages of development that were informed by lessons learnt overtime. In 2008 the Cabinet approved the implemen-tation of the second phase of EPWP (Phase 2). The proposed framework for EPWP 2 took into account the lessons learnt in Phase 1. The key elements of EPWP Phase 2 applicable to training were as follows:

• Relaxation of the prescribed requirement of 2 days training out of every 22 days worked. Departments were then expected to develop their own training frameworks that are relevant to their own pro-grammes.

• Acknowledgement that not all participants will be provided with accredited training and that learner-ship programmes will not be implemented in projects with a short duration.

• More emphasis to focus on critical and scarce skills as well as quality training.

The Department of Environmental Affairs responded to the changes and developed a Training Policy and established a panel of accredited service providers. Project participants are trained in various skills programme that includes but not limited to Construction, Wholesale & Retail, Conservation, Hospitality, Horticulture, Agriculture and Environmental Practice. The skills intervention choice were informed by the activities of EPIP projects, the provincial needs and that of the community in which the project is imple-mented in line with the EPIP list of skill interventions developed (see Annexure B).


Skills programme is a learning programme made up of a collection of unit standards that will enable a learner to develop a specific skill (DEA, 2011). These are skills programmes developed from South African Qualifications Authority (SAQA), some have been developed by the SETAs while others have been devel-oped by EPIP training section to fit the activities of the needs within DEA’s projects. SETAs work differently, for example, CATHSSETA and wholesale and Retail SETA developed and listed their own skills programmes while others like Agri- SETA gives stakeholders a mandate to develop skills programmes according to their needs. Below are pictures of various skills interventions:

Figure 1: Assistant Chef Skills Programme


Figure 2: Construction, Masonry Skills Programme

Figure 3: Plant Production Skills Programme


Figure 4: Conservation General Assistant Skills Programme

Figure 5: Construction-Tiling Skills Programme


Figure 6: Construction- Plumbing Skills Programme

Below are the descriptions of the skills programmes provided that formed part of the assessment in this study:

Waste Management skills programme has been developed from the Environment Practice qualification (The National Certificate) in the Local Government SETA. It is comprised of Unit Standards (US), which deal with processes of waste hierarchy. They include avoid, reduce, recovery, reuse, recycling, treatment, pro-cessing, Disposal and remediation.

shelf packer and store person skills programmes are developed from the wholesale and retail qualifica-tions. They are comprised of unit standards, which deal with how products for sale are packed and stored in wholesales and shops. Cashier/till operator consists of US packed to train till operators/cashiers in whole-sale and retail.

horticulture and plant production are skills programmes registered and developed through the Agri-SETA qualifications. Plant production US deals with production, multiplication and the propagation of plants. Horticulture unit standards deal with the beautification and landscaping of recreational areas. They deal much with planting of ornamental shrubs and landscaping.

Conservational General Assistant and the field Ranger law enforcement unarmed/armed are skills pro-grammes developed and enlisted by the Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA). They deal with the conservation and protection of the natural resources in the protected areas. Field Ranger law Enforcement (armed/unarmed) entails US, which train people on enforcement of law and order in the reserves and protected areas. Conservation General Assistant US train people on the conservation and maintenance in the protected areas.


Assistant Chef is a skills programme developed by the CATHSSETA for the hospitality field, its unit standards train people on cookery, kitchen hygiene and how to handle different food in different types of kitchens. public area cleaner is also a skills programme developed by the CATHSSETA on how to keep the public area clean.

Construction tiling is a skills programme developed from the construction qualification. Its US entail the skill-ing of people on how to install tiles in households.

2. leGislATive fRAMeWoRk

This section covers piece of legislation geared towards addressing issues around poverty reduction and employment creation.

2.1 The National development plan vision 2030

The National Development Plan (NDP) 2030 is a plan for South Africa that aims to eliminate poverty and reduce inequality by 2030 (National Planning Commission, 2011). Its key elements are building an economy that will create more jobs as well as improving economic and social infrastructure. The NDP aims at creat-ing 11 million jobs and reducing unemployment to 6% by 2030, and acknowledges that this vision will be realised through such programmes as EPWP (ibid).

2.2 Medium Term strategic framework (MTsf)

In 2010, the South African Government adopted the Outcome-Based Approach (DPME, 2010). The adop-tion of this approach effectively marked the beginning of a process for improving government perfor-mance and providing focus to service delivery. The approach identified 12 outcomes that were meant to address the priorities of government (ibid). In line with this approach, EPIP employed EPWP principles to contribute towards addressing unemployment in line with Outcome 4: “Decent employment through inclu-sive economic growth” by working with communities to identify local interventions that will be of benefit to both the environment and the locals alike (DPME, 2014). The programme delivery was therefore realigned to support the Department in meeting its commitment on specific outputs through the interventions that are implemented with clear targets in place. Similarly, EPIP also contributes to outcome 10 “Environmental assets and natural resources that are valued, protected and continually enhanced” from the projects im-plemented (DEA, 2010 and DPME, 2014).

The current 2014 to 2019 MTSF priority area is ‘radical economic transformation, economic growth and job creation’ and the EPWP is again a key initiative towards the realisation of this goal given its own target of creating six million work opportunities for the poor and unemployed in the same period. The 2014-2019 MTSF clearly states that government will scale up the Expanded Public Works Programme (EPWP) to give more people a chance to work, provide training and work experience, and increase social cohesion (DPME, 2014).

2.3 New Growth path

The New Growth Path (NGP) was adopted by the government in 2012 as a framework for economic policy and one of the key drivers of the country’s job creation strategy. It is the government’s vision to place jobs and decent work at the centre of economic policy. It sets to create five million jobs by 2020 through labour absorbing activities across main economic sectors and substantial public investment in infrastructure, con-struction, maintenance, operation and the production of inputs (DED, 2010) EPWP work opportunities are all linked to NGP job drivers and are expected to contribute to NGP targets through its Full-Time Equivalent (FTE) targets.

2.4 skills development Act (No 97 of 1998)

The object of the Skills Development No 97 of 1998 is to provide an institutional framework to devise and implement national, sector and workplace strategies to develop and improve the skills of the South African workforce; to integrate those strategies within the National Qualifications Framework contemplated in the


South African Qualifications Authority Act, 1995; to provide for learnerships that lead to recognised occu-pational qualifications; to provide for the financing of skills development by means of a levy-grant scheme and a National Skills Fund; to provide for and regulate employment services; and to provide for matters connected therewith.

3. sCope of The sTudy

3.1 study aims and objectives

Given the background context as discussed above, the study sought to gather information and experienc-es from participants on the impact of accredited training provided to them during their participation on EPIP projects implemented since 2012/2013 financial year until 30 March 2015. Accredited training is a form of training where both the training course and the accredited training implementer are accredited by the South African Qualifications Authority (SAQA) and the relevant SETA and Education and Training Quality Assurance (ETQA) respectively. The aim of the study was to establish what transpired to participants upon exiting the project. In order to achieve this, the objectives of the study were as follows:

• To establish if DEA EPIP participants do further/pursue their studies by building up on the training ac-quired during participation;

• To investigate if experience gained during participation in DEA EPIP projects had enabled participants to secure other job opportunities afterwards; and

• To examine if experience gained and training received could lead/channel participants to start their own businesses.

The outcome of this study will be used to inform the procedures and processes for successful implementa-tion of EPIP training programme.

3.2 study population

The study targeted all participants of the EPIP training conducted between the periods of 2012/2013 till 2014/2015 financial years throughout the country. The focus on this particular period was due to the fact that it was indicated that there might be challenges in locating participants who exited the project long time ago (three years). Overall, a total of 607 participants have undergone several training interventions. No specific criteria was put in place to select participants as it was not possible to establish the number of people who would still be available to participate in the study. The entire population was targeted to get the maximum number of respondents to ensure that they were representative.

The study focused on 48 projects covered within the five of the seven focus areas of the programme (EPIP), namely, Greening and Open Space Management (GOSM), People and Parks (P and P), Working for Land (WfL), Working on Waste (WoW) and Working for the Coast (WftC) as shown in Figure 8 and Annexure B. A greater proportion of projects were implemented in Kwazulu-Natal and Eastern Cape provinces, (29% and 27% respectively), with trivial proportion (2%) in Northern Cape, Western Cape and Gauteng provinces re-spectively (see figure 7) below. The reasons behind uneven distribution of projects in provinces is attributed to proposals received that do not comply with the EPIP requirements for projects’ application. It was also reported that in some provinces, few applications were submitted.


Number of projects per province

MP2

NC1

FS6

KZN 14

WC 1

EC 13

NW 4

0 2 4 6 8 10 12 14

GP 1

LP6

Figure 7: Number of EPIP projects implemented per province for the Skills Impact Evaluation study

GosM p and p Wfl WoW WftC

27%

8%

27%

4%

34%

Figure 8: Implemented projects per focus area

3.3 limitations

The actual number of respondents was less than the actual targeted population. So the data collection is based on the number of participants that were available at the time of interview. However in trying to ad-dress this situation, three (3) attempts were made by each interviewer on different dates to locate the par-ticipants to no avail. Other challenges included the use of limited number of years, the use of telephones as opposed to physical interviews and language barriers.


4. AppRoACh ANd MeThodoloGy

The study employed mixed methods that encompassed qualitative and quantitative approaches. Primary data collection was conducted through telephonic interviews and focus group meetings. The use of quali-tative methods provided enhanced understanding through detailed information about the experiences of the respondents. As highlighted by Terre Blanche et al. (2006), qualitative research seeks to make sense of feelings, experiences, social situations, or phenomena as they occur in the real world. On the other hand quantitative research method is based on data which can be described as numeric, statistics and analyt-ical data. Examples include all types of statistics, surveys, timescales etc. (Ernst, 2002).

A number of research instruments were prepared, of which some had to be translated to various local languages. This section also covers the research processes followed.

4.1 preparation of research tools

Several research tools were developed for the evaluation, namely,

• interview guide: An interview guide (see Annexure C) was developed to gather information from the participants. The schedule consisted of questions that were posed to participants telephonically. After development of the interview guide, training on the research process pertaining to conducting inter-views (including consent to participate) was provided to a group of interviewers (DEA officials, mainly from EPIP and other branches within the department).

• focus group discussion guide: the guide had about seven questions where prepared as a way of tri-angulation and complementary to the one on one interview process (see Annexure D). The focus group method was thus used as another alternative towards confirmation of data, and thus was used as a tool to increase validity and enhance an understanding of studied participants. This was also to broaden the researcher’s insight into the different issues and findings made.

• data capturing tool: this was prepared as a template to ensure standardisation and easy capturing of data by all the team member as well as ensuring that the analysis process is efficient. The tool captured the demographic information for participants, project information and the training impact assessment sections.

Consent form: the purpose of this form is to ensure that ethical considerations are addressed. A consent form was prepared to guide the interview process (it forms part of the interview guide) and to ensure that the right of bot the interviewer and the interviewee are protected. A consent form provided a summary of what the project is about and sought to gain permission from the respondents to be interviewed. It further provided a detailed explanation of the participant’s rights in terms of becoming part of the study. Prior to commencement of interviews, participants were asked about the language preference for the interview and taken through a ‘Consent to participate’ form. The consent form was also translated into various lan-guages as required for efficient communication. The form was signed by the interviewer on behalf of the participants acknowledging the willingness or not to participate in the study.

4.2 language translation

The interview guide was translated to eight South African languages, namely, IsiZulu, IsiSwati, IsiXhosa, Xitsonga, Sesotho, Sepedi, Tshivenda and Afrikaans to ensure that all interview are held in the participant’s vernacular language and to a establish clear understanding of the questions raised and to avoid miscom-munication

4.3 interviewer induction training

Prior to the commencement of the interview (data collection) process, induction training was held with the interviewers to ensure that the process was conducted professional and ethical. The process involved dis-cussion of every single question in the interview guide to establish a clear understanding. Furthermore the content of the consent form was also discussed with regards to the participant’s rights to choose whether to participate in the study or not. Further training was provided on how to run a focus group meeting, notes


taking coupled with observations for non-verbal cues for members participating in such meetings. Finally, interviewers were taken through the data capturing tool. The training progressed well and interviewers ap-peared to have easily grasped the essence of the interview guide and the consent form.

4.4 pilot interviews

Pilot interviews were conducted to identify potential challenges with the interview process in terms of test-ing the efficiency of the interview guide. This was to further ensure that the challenges identified can be rectified before the actual telephonic interviewing process resumed. A number of issues were therefore identified and noted and amendments were made in the interview guide. A total of 18 pilot interviews were held in various projects whereby each interviewer had an opportunity to interview at least two to three participants. Focus group discussion guide was not piloted for since the questions asked were similar to the interview guide.

4.5 Record of interviews

Interviewers used either the Dictaphone or cell phones in some instances to record the sessions. This was not applicable for all interviews conducted due to limitations of these devices in terms of recording (noise). One has to be considerate of other colleagues and the confidentiality of the interview since the office set up is an open plan.

4.6 data collection and analysis

4.6.1 Telephone interview participants

While a total of 607 participants were targeted for this study, only less than half of the targeted population (40%) was able to be accessed for individual interviews. As such, the findings of this study are based on the total number of 245 respondents (individual interviews). Furthermore five (5) focus group discussions or interviews were held with a total of 55 members (9%) located in five provinces, namely, Free State, Kwazulu-Natal, Mpumalanga, Eastern Cape and Limpopo. In total, almost 50% (300 participants) of the targeted population was available for the skills impact evaluation study. The following constitute reasons for not meeting the set target (study population) of trained participants:

• Contact details no longer in use;

• Changes in the area of residence (relocation);

• No responses at all; and

• Not available voice messages.

4.6.2 Focus Group Discussion’s participants

The five focus group meetings were held in Free State, Mpumalanga, Limpopo, KwaZulu-Natal and Eastern Cape between 03 to 07 October 2016 for the projects highlighted in Table 1 below. The discussions were held for projects with large numbers (10 plus) of participants to ensure that the research team got reason-able numbers of participants even in cases where some of the potential respondents could not be found (See Figures 9, 10 and 11).


Table 1: details for epip projects selected for the focus group discussions

dATe of MeeTiNG NAMe of pRoJeCT pRoviNCe No. of pARTiCipANTs

03 October 2016 MP - Lomshiyo Tourist Loge and Hiking trail

MP 13

03 October 2016 FS - Willem Pretorius Nature Reserve

FS 12

05 October 2016 KZN - Funjwa Lodge/ Mabaso Game Reserve

KZN 10

07 October 2016 LP – Tukakgomo Soil Conser-vation

LP 6

07 October 2016 EC – Intsika Yethu Clean up EC 14

ToTAl 55

Figure 9: Focus group discussion for KwaZulu-Natal Funjwa lodge/Mabaso Game Reserve in KwaZulu-Natal province

Figure 10: Focus group meeting for the participants involved on the Lomshiyo Tourist lodge and Hiking trail project in Mpumalanga province


Figure 11: Focus group meeting for the participants employed on the Willem Pretorius Nature Reserve in Free State province

4.7 Thematic content analysis

In addition to employing a quantitative approach in analysing data, a thematic content analysis was conducted to analyse the qualitative data for this study. In content analysis the basic technique involves counting the frequencies and sequencing of particular words, phrases or concepts, in order to identify key words or themes (Welman et al., 2005). Content analysis enables the researcher to identify themes impor-tant to the study and is further inductive in that themes emerge from the data and are not imposed by the researcher (ibid). In this process, reasonable attempt is made to employ names for themes from the actual words of participants and to group themes in manner that directly reflects the texts as a whole. A great advantage of content analysis is that it is non‐reactive because the process of placing words, messages, or symbols in a text to communicate to a reader or receiver occurs without influence from the researcher who analyses its content (Neumann, 2003). The method was suitable for this study as its assumption is that words and phrases mentioned most often reflect important concerns in communication.

Microsoft Excel programme was used to analyse quantitative data. It uses numbers, tables/charts vs. words/stories, break things into variables and factors, and uses independent and dependent variables. It also covers concepts in descriptive data analysis, including frequency distribution, relative frequency, cumulative frequency, percentile rank, central tendency (mean, median, and mode) and graphing or charting data (Babo et al, 2015).T

5. sTudy fiNdiNGs ANd disCussioN

This section presents the evaluation of the impact of the skills development on the participants. It begins with a description of the socio-economic status of the evaluation study participants and the range of skills that were developed in the sampled projects.

5.2 participant’s socio economic status

Most participants (68%) were females (see figure 12) and about 70% of the respondents were categorised as youth within the age group of between 16-35 years of age, with few (6%) falling in the age group of


46-60 years old (figure 13). The majority (98%) of the participants were Black, with the remaining proportion being Coloureds, Whites and Indian (figure 14). Nearly half of the respondents (47%) had completed matric or grade 12, while about 43% had some secondary education, with few (6%) having acquired a tertiary qualification (Figure 15).

Male

32%

68%

female

Figure 12: Participants’ gender

69%

24%

7%

16-35

46-60

36-45

69%

24%

7%

Figure 13: The age group of participants

African

White

Coloured

indian

98%

2%0%

Figure 14: The racial group of the participants


Completed matric

post Matric

some secondary

some primary

Completed primary

48% 42%

6%

2% 2%

Figure 15: The highest level of education received by EPIP participants

5.2 skills programmes

The 48 projects sampled for the evaluation had a total of 16 skills interventions (Figure 16) across the 607 participants. The majority (98) of the participants were trained on Plant production and Assistant Chef (94) respectively, followed by Conservation General Assistant with 91 participants and 71 attended Waste Management. Few participants (8 and 9 respectively) were trained on New Ventures Creation and Store Packer skills programmes.

skills programmes undertaken by epip participants

Nature Site guide 19

8

29

12

46

94

12

30

34

98

15

91

34

9

15

71

New Venture Creation

Cashier/Till Operator NQF 3

Field Ranger Protected Area Armed

Nat. Cert - Environmental Practice

Field Ranger Law Enforcement Unarmed

Conservation General Assistant

Horticulture

Store Person

Shelf Packer

Waste Management

Construction Tiling

Construction Plumbing

Plant Production

Assistant Chef

Public Area Cleaner

200 40 60 80 100 120

Figure 16: The nominated study population that attended training on various skills programmes

5.3 Training impact assessment

5.3.1 Further skills development

Only about 7% of respondents reported that they were studying. However, none of those who pursued their studies have followed on the basic training received, instead, they were focusing on different fields such as nursing, engineering and computer skills training.


5.3.2 Employment opportunities

More than half (52%) of the participants did not receive employment after completing training (Figure 17). Only 28% of the respondents reported to have been working at the time of the interview. The study also found that it took between 1 -3 months for the majority of participants (14%) to receive any employment, followed by 3-6months (12%) and 6-12 months (12%) respectively (figure 18).

unemployed

in business

employed

studying

other

28% 52%

9%

7%4%

Figure 17: Occupation of participants post training completion

From those employed, some were involved in jobs that were not in line with the training received, such as general worker, security guards, bricklayer, caterers etc. It appears that the training provided did not have a significant impact with regards to increasing employment opportunities for participants. There were par-ticipants who were dissatisfied with the training received. They felt that even though they had gotten some form of employment it was not attributed to the training they received during the project. This is supported by the following statement and/or extract:

“The training I received is not in line with what I am currently doing nor is it a result of my participation in the EPIP project”

Nonetheless, participants indicated that the skills interventions on cooking and baking had at least ena-bled them to look for jobs in restaurants and hotels, whereby others were given the opportunity to volunteer at hotels. Amongst these participants, some secured employment or started their own business.

1-3 Months 3-6 Months 6-12 Months

12-24 Months

Over2 years

N/A

50%

50%

14%12% 12%

10%

2%

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%

Figure 18: The period it took to receive employment for participants post training completion


Participants also gained other work place soft skills. One participant reported he understands how to work with different people now and different behaviours (Employed male participant, Limpopo Province).

5.3.3 Entrepreneurship opportunities

About 9% of participants indicated to be involved in some form of business. Examples of businesses estab-lished by some of the participants included the following: plumbing, tuck shop, garden services, waste re-cycling cooperatives, catering, dressmaking etc. A male participant in business from Free State indicated that he had previously been working in farms for many years. He has now registered a plumbing company and earning an income for his family through the training that he received. He got a one month contract at Pro-Care Company doing their plumbing services.

“I have gained information and knowledge of planting vegetables and crops. I started a vegetable gar-den and sell produce to the community before being employed seasonally at the apple farm for harvest-ing” (Employed male participant, Eastern Cape Province).

An employed female participant in Gauteng Province indicated that prior to joining the project, she was unaware of the waste recycling business opportunities. The training has provided her with info and knowl-edge on waste management and other environmental aspects (including recycling business). She is able to earn between R90.00 and R100.00 per week on Fridays, which keep herself busy while searching for employment.

A female participant in business from Northern Cape Province stated that she gained more knowledge regarding New Business Venture to start her own Tuck shop business. The training has equipped her to be-come an entrepreneur. Furthermore, it assisted her with skills for the procurement of goods, budgeting and stock taking etc.

Others got inspiration from the training received, though not using the skills acquired in their current activ-ities.

5.3.4 Overall quality of life

Nearly 70% of the respondents who received training during the EIP projects felt that their quality of life had improved in some way. Participants felt that the training provided knowledge in different aspects of employment, hence opportunities came up in the areas of construction specifically on tiling, painting, plumbing and plastering buildings etc. Furthermore, some were able to use the knowledge and skills to improve their homes. This efficacy building was notable as even amongst those who were unemployed, it was indicated that they learned a lot from the training received and their lives had changed.

“I am now able to bake even for other people because of the training received” (Employed female par-ticipant, KwaZulu-Natal Province)”

“I am now able to fix leaking toilet at home and around the community. People in the surrounding areas are aware of my skills and I am contacted to assist” (Unemployed male participant, Free State).

‘My voluntary duties currently at the crèche is to take care of the administration of the facility. I also attend to their bookkeeping systems and advise them regarding new project’s and budgets related to these in-terventions” (Female participant, Northern Cape Province).

Similarly, it was also indicated that the training afforded the opportunity for women to learn and be consid-ered for employment in the construction sector, something that was previously not available.


yes

N/A

No

29%

69%

2%

Figure 19: Responses from participants on improvement of their quality of life

An unemployed female participant from Free State Province stated that her quality of life has improved a lot because prior to training, she did not know much about construction. She never thought ladies can do construction work, but as a lady herself she is now able to plaster, build and tile. She further mentioned that construction skill is usually hold by men in most cases compared to women.

“Training has opened my eyes to available opportunities, though there are no job opportunities at Engcobo”. (Unemployed female participant, Eastern Cape Province).

Some indicated that the training has contributed significantly towards change in behaviour and attitudes. An unemployed male participant from Mpumalanga Province mentioned that he has acquired skills on how to conserve the environment and about agriculture. He feels empowered and passionate about the subject due to this training. Another respondent stated

“I gained a lot of knowledge, although I’m currently not using the knowledge obtained. I am employed as a security guard” (Employed male participant, Western Cape Province).

5.3.5 Challenges and opportunities

A proportion of the participants (almost 30%) felt the quality of their lives never improved. In other words the training provided did not provide any opportunity to change or improve their lives in any way. Key reasons cited included among others: unemployment, certificates not received, lack of capital to start business. Most participants are frustrated that they are struggling to secure unemployment despite the skills acquired, doing nothing at home, and felt betrayed as they were given hope that they will be able to get better jobs after training. The following statements were expressed by the participants whose quality of lives have not improved or met their expectations:

“When they were providing training, they said we would have better opportunities in finding jobs, since exiting the projected I have sent CVs without any success and I have not found a job since I exited the project.” (Female participant, Eastern Cape Province).

“The knowledge acquired during training was never applied anywhere, that is, there were no practical provided to put theory learned into practice. I could not even secure a job after completion of training” (Male participant in business, Limpopo Province).

While some participants feel it’s because there was no specific employment that was available after searching for employment, the majority of participants attributed this situation to the fact that they did not receive the certificate after training hence they felt they could not prove to employers that they had indeed participated in such training.

“I have gained more knowledge on waste management issues such as how to keep the environment clean, the value of waste as a resource (waste recycling business opportunities). Training was meaningful, enlightening and I am able to share the information gained with other people. The frustrating part is that I have no proof of the skills acquired as I have not received a certificate for the Waste Management training undertaken” (Female participant in Waste Recycling business, Gauteng Province).


yes

N/A

No

45%

54%

1%

Figure 20: The number of participants who received certificates after training

Almost 50% of the trained participant did not receive certificates. Over half of the proportion of partici-pants (54%) have received their certificates after training, with a quarter of them (25%) within the first three months after training (see figure 20 below).

12-24 Months 5%

11%

12%

25%

6-12 Months

3-6 Months

1-3 Months

0% 5% 10% 15% 20% 25%

percentage

Figure 21: The period it took for participants to receive certificates

It was also revealed that the period to issue out certificates varied from one project to another (See figure 21 above). This is supported by the following responses:

One female participant from Free State indicated that nothing has changed in her life since she could not pursue employment or business in line with the training provided, currently working as a cleaner. The recycling business she was previously involved in does not pay much for one to sustain herself. Lack of cer-tificate has hindered the process of securing a job.

“The certificates did not come out. After training I did not get any work. I was working when they told me to attend the training so I stopped. It’s been 3 years now and nothing has happened, I feel like I was fooled somehow since I did not get anything from the training” (Unemployed female participant, Kwazulu-Natal province)


“Life is still the same, I am still unemployed and have not received the certificate as yet” (Unemployed male, Limpopo province).

Furthermore, it was reported that some participants were not aware that there are two types of certifi-cates, that is, SETA competence and company (project implementing agency) certificates, the latter be-ing the one that shows that participants who have participated on the project (certificate of attendance) .When requested to bring along the certificate they have, most of the participants were in possession of the certificates of attendance, some were not aware that they were not the competence ones. This was clearly illustrated from the following responses:

“The facilitator took our portfolios to Limpopo. He said we must be patient as it can take even up to 2 years before we can get the certificates so I have been waiting till now” (Female participant, North West Province)

“I waited for the certificate until the project ended, no one has ever contacted me to come and fetch it “(Female participant, Limpopo Province).

Participants indicated that they encountered several challenges during training including amongst others:

• Lack of communications from DEA regarding issuing of certificates or any feedback after completion of the project.

• No transport fare to go to the training venues since the participants stayed far away (transport fares not provided for).

• Training provided not in alignment with individual’s career aspirations;

• Delayed issuing of certificates hindered the participants’ opportunities to secure employment after training.

• Lack of knowledge on further business support available to the participants interested in pursuing busi-ness initiatives/ventures.

• Training facilitators not conversant with the local language and use English, which is not understood by all participants (different literacy levels).

6. CoNClusioNs ANd ReCoMMeNdATioNs

The section presents the findings of the study gathered from the responses of 300 (49% of the targeted population), which consist 245 (40%) telephonic interviews and five (5) focus group interviews with a total of 55 members (9%). The analysis process employed included both quantitative and qualitative approach with the focus on the thematic content for the latter. The study sought to establish the impact of the train-ing provided to EPIP participants within the nine provinces of South Africa during the period 2012/2013 to 2014/2015 financial years.

The skills development in EPIP has impacted to various degrees on the employment, entrepreneurship and general quality of life of a relatively large proportion of those that have participated in it. In contrast, it does not appear to have had any impact on the educational or study pursuits. Although a small proportion of the participants reported that they were studying, none of this was related to or inspired by the training that they had received.

In terms of securing employment, more than 50% of participants had not been employed from the skills acquired during training. However, 28% of the respondents were employed and 14% of them managed to get employment within the first three months of exiting the project. Nonetheless, participating in the train-ing had inspired the participants and also provided other work place skills.

A small (9%), but significant number of participants had started their own businesses. These were initiatives such as plumbing, tuck shop, garden services, waste recycling, catering, dressmaking etc. This is significant as the participants often indicated that they had been inspired to open their businesses by the training. In a lot of cases, they were now making use of the skills from the training Ito earn a living or contribute to their communities. Further, the figure of 9% could be higher as some participants failed to establish businesses


due to lack of capital and other support. In addition, focussing on creating entrepreneurs will have a mul-tiplier effect on available employment opportunities.

A perhaps unintended consequence of the training programmes was the self-efficacy enhancement that a large proportion of the participants reported. Participants reported feeling inspired to search for and pur-sue economic opportunities after their training. The training also appeared to have imparted new knowl-edge to them and this contributed to the motivation.

It appears therefore from this study that the skills development component of the EPIP is having some im-pact on stimulating entrepreneurship. It is having limited success in facilitating the entry of participants into the job market. There is no apparent impact on further studying or skills development. There is a great op-portunity to capitalise on the self-efficacy enhancement of the programme. This can be done to improve and support the entrepreneurs as well as facilitating entry into the job market through more targeted and specially designed programmes as well as synergies with other initiatives in other government departments or programmes.

The specific recommendations towards this are:

• The training model to be linked to Technical Vocational Education and Training (TVET) or any related institutions for intensive training.

• EPIP officials to liaise or follow-up with the training implementers regarding issuing of certificates within reasonable times (3 months) after training has been completed, and keep the participants posted (de-velopment of a communication plan)

• EPIP to sign MoUs with SETAs to ensure that certificates are issued within three months post training com-pletion

• The Project Training Coordinator (PTC) to provide the participants with information about the whole skills development programme on the project that they will be working on and cover specific issues of concern

• Participants to be provided with an opportunity to decide on the skills of their choice for career pathing purposes

• Training to be undertaken within the first four months of project implementation (on projects longer than 12 months) to allow enough time for issuing out of certificates before project closure

• There is need for a more targeted development approach of creating job opportunities into the existing market to cater for those that do not go into self-employment (skills programmes to match the existing job market)

• EPIP to expand on the current skills programmes to ensure that the choice is wider.

• Skills intervention to be responsive to the skills shortage or limitations in the country (e.g. Artisans).


7. RefeReNCes

Babo Gerald, and Elovitz Leonard. (2015). Quantitative Data Analysis Using Microsoft® Excel: A School Administrator’s Guide. Ypsilanti, Michigan: NCPEA Publications, 2015. 226 pp, 10 Chapters.

Gerard Babo and Leonard Elovitz. (2015) Ypsilanti, Michigan: NCPEA Publications, 2015. 226 pp., 10 Chapters

Department of Economic Development: DED. (2010). The New Growth Path Framework.

Department of Environmental Affairs: DEA (2011). Revised Social Responsibility Programme Training Framework.

Department of Environmental Affairs: DEA. (2012). Environment Sector Research, Development and Evidence framework. An ap-proach to enhance sector science-policy interface and evidence-based policy making.

Department of Environmental Affairs: DEA. (2014). EPWP Phase III – Environment and Culture Sector plan 2014/15 – 2018/19. For: the National Department of Public Works and Environmental Affairs. June 2014.

Department of Labour: DoL. (1998). Skills Development Act No 97 of 1998.

Department of Planning, Monitoring and Evaluation: DPME. (2015). Implementation of EPWP in the Social Sector: Phase Two (2009/10-2013/14) Final Full Report, Department of Planning, Monitoring and Evaluation, Pretoria, South Africa.

Department of Public Works: DPW. (2003). The Expanded Public Works Programme strategy http://www.etu.org.za/toolbox/docs/government/epwp.html

Ernst, A. (2002). Comparison of Qualitative and Quantitative Research, A seminar paper in Business Economics, University of St. Gallen,

National Planning Commission: NPC. (2011). National Development Plan 2030. Department: Presidency. Republic of South Africa.

Neumann, W.L. (2003). Social Research Methods: Qualitative and Quantitative Approach, 3rd Edition. Boston: Allyn & Bacon.

Office of the President, Republic of South Africa. (1994). White Paper on Reconstruction and Development. Government Gazette, 23 November 1994.

Polity. (1999). Skills Development Levies Act, 1999 (Act No. 9 of 1999). http://www.polity.org.za/article/skills-development-levies-act-no-9-of-1999-1999-01-01 accessed on 17 February 2017

Statistics South Africa: STATSSA. (2017). Media Release: Quarterly Labour Force Survey – QLFS Q4:2016. 14 February 2017. www.statssa.gov.za/?p=9561 – accessed on 18 February 2017

Terre Blanche M, Durrheim, K and Painter, D. (2006). Research in Practice: the applied methods for the social sciences. (2nd Ed). South Africa: University of Cape Town press.

Welman, C., Kruger, F. and Mitchell, B. (2005). Research Methodology (3rd Ed) Cape Town: Oxford University Press.


Annexure A: epip list of skills programmes

epip lisT of skills pRoGRAMMes foR AdveRTiseMeNT

NATuRe CoNseRvATioN skills pRoGRAMMe

1 Conservation General Assistant NQf 2

sAQA id uNiT sTANdARd TiTle level CRediTs

252453 Combat problem plants NQF Level 02 3

252457 Combat soil erosion NQF Level 02 8

244605Demonstrate ability to participate effectively in a team or groupNQF Level 02

2

8336 Demonstrate knowledge of conservation ethics NQF Level 02 3

252454 Erect, monitor and maintain wildlife fences NQF Level 02 4

252461 Ignite, control and extinguish fires in a conservation area unit NQF Level 02 5

14659 Demonstrate an understanding of factors that contribute towards healthy living

NQF Level 01 4

15092 Plan and manage personal finances NQF Level 01 5

252450 Perform basic field infrastructural maintenance in a conservation area NQF Level 02 8

252465 Perform a domestic infrastructural maintenance in a conservation area NQF Level 02 8

Total Credit value Minimum 50 Credits 50

2 field Ranger - law enforcement ( unarmed)


252452 Perform Conservation guardianship NQF Level 02 4

252456 Orientate, navigate, use and create maps in conservation areas NQF Level 02 8

252468 Demonstrate knowledge of nature conservation on terms of its role and function in society

NQF Level 02 4

252462 Identify and monitor local wildlife NQF Level 02 8


NQF Level 01 4



Total Credits value Minimum of 36 Credits 36

3 senior field Ranger NQf 2


252468 Demonstrate knowledge of nature conservation in terms of its role and function

NQF Level 02 4

252451 Collect field specimens and environmental data NQF Level 02 4

252465 Perform basic domestic infrastructural maintenance in a conservation area NQF Level 02 8

252459 Control non dangerous damage causing animals NQF Level 02 4

252455 Carry out the harvesting of fauna NQF Level 02 4

252458 Carry out the harvesting of flora NQF Level 02 3

8417 Use numeracy for self-organisation NQF Level 02 2

252466 Assist in the control of potentially dangerous damage-causing animals NQF Level 02 6

8418 Do basic research NQF Level 02 4



4 field ranger - protected Area( unarmed) NQf 2


252452 Perform conservation guardianship NQF Level 02 4

252456 Orientate, navigate, use and create maps in conservation areas NQF Level 02 8

252468 Demonstrate knowledge of nature conservation in terms of its role and func-tion in society

NQF Level 02 3


NQF Level 01 4


252454 Erect, monitor and maintain wildlife fences NQF Level 02 4

252461 Ignite, control and extinguish fires in a conservation area NQF Level 02 5


Total Credit value Minimum of 37 Credits 37

5 Nature site Guide l2 NQf 2


8478 Create a Guided Experience for Customers NQF Level 02 20

8440 Conduct a guided nature experience in a limited geographical area NQF Level 02 20


6 Cultural site Guide l2 NQf 2


8478 Create a Guided Experience for Customers NQF Level 02 20

8438 Conduct a guided cultural experience In a limited geographical area NQF Level 02 20


7 field Ranger short gun NQf 3


116483 Apply moral decision making and problem solving strategies NQF Level 03 6

117705 Demonstrate knowledge of the Firearms Control Act 2000 (Act No 60 of 2000) applicable to possessing a firearm

NQF Level 03 3

119651 Handle and use a manually operated rifle or carbine NQF Level 03 2

119652 Handle and use a shotgun NQF Level 03 2

123510 Apply tactical knowledge in the use of firearms NQF Level 04 5

123512 Demonstrate tactical proficiency with a shotgun NQF Level 04 5


8 field Ranger hand Gun - NQf 3


116483 Apply moral decision making and problem solving strategies NQF Level 03 6

117705 Demonstrate knowledge of the Firearms Control Act 2000 (Act No 60 of 2000) applicable to possessing a firearm

NQF Level 03 3

119649 Handle and use a handgun NQF Level 03 2

119651 Handle and use a manually operated rifle or carbine NQF Level 03 2


123510 Apply tactical knowledge in the use of firearms NQF Level 04 5

123513 Demonstrate tactical proficiency with a handgun NQF Level 04 5


9 lifeguarding NQf 4


255825 Care and maintain lifeguarding/lifesaving equipment NQF Level 03 3

255818 Perform rescue breathing and cardio-pulmonary resuscitation NQF Level 03 2

255838 Execute a number of contact and non-contact aquatic rescues and releas-es using different techniques in pool, open water and surf

NQF Level 04 2

255824 Explain and apply the ethical principles underpinning life guarding and lifesaving

NQF Level 04 3

255835 Identify, understand and contain threats affecting the safety of participants in aquatic activities

NQF Level 04 4

255829 Make use of appropriate signs and signals in a lifeguarding/lifesaving scenar-io

NQF Level 04 2

255828 Manage suspected spinal injuries in the aquatic environment NQF Level 04 4

255817 Perform basic radio communication procedures and functions NQF Level 04 4

255834 Undertake a dee-water rescue involving rescue breathing NQF Level 04 3

255814 Undertake the transportation of patients suffering from the effects of differ-ent types of aquatic incidents

NQF Level 04 2

119462 Engage in sustained oral/signed communication and evaluate spoken/signed texts

NQF Level 04 5

255830 Undertake rescue using non-motorised lifesaving rescue equipment NQF Level 04 2

8555 Contribute to information distribution regarding HIV/AIDS in the workplace NQF Level 04 4

9242 Analyse external factors influencing people who have special needs NQF Level 05 5


hospiTAliTy skills pRoGRAMMe

10 Table Attendant NQf 2


7789 Provide Customer Service NQF Level 04 8

7790 Process incoming and outgoing telephone calls NQF Level 03 3

7793 Describe layout, services and facilities of the organisation NQF Level 02 1

7794 Communicate verbally NQF Level 03 8

7795 Maintain effective working relationships with other members of staff NQF Level 03 1

7796 Maintain a secure working environment NQF Level 03 1

7799 Maintain a safe working environment NQF Level 02 2

7800 Maintain health, hygiene and a professional appearance NQF Level 02 1

7740 Prepare and clear areas for table service NQF Level 03 1

7742 Provide a table service NQF Level 03 2

7744 Provide a table drink service NQF Level 03 4

7812 Perform basic calculations NQF Level 02 3

PLUS Select at least 4 credits from the following:


7792 Maintain Data in a Computer System NQF Level 02 4

7821 Develop Self within The Job Role NQF Level 04 3

7745 Provide a carvery / buffet service NQF Level 03 2

7747 Provide a silver service NQF Level 04 2

7750 Serve bottled wines NQF Level 03 3

7765 Provide a room service NQF Level 03 2


11 Room Attendant NQf 2






7602 Prepare beds and handle linen and bed coverings NQF Level 02 2

7605 Service guest bedroom areas NQF Level 02 1

plus select at least 8 credits from the following:

7603 Service toilet and bathroom areas NQF Level 02 2

7606 Clean floors and floor coverings NQF Level 02 1

7608 Handle and store cleaning equipment and materials NQF Level 02 1

7612 Handle and dispose of waste NQF Level 02 1

7613 Deep clean floors and soft floor coverings NQF Level 02 3

7614 Service self-catering kitchen areas and equipment NQF Level 02 2


12 Assistant housekeeper NQf 2


7789 Provide Customer Service NQF Level 04 8



7794 Communicate verbally NQF Level 03 8





7812 Perform basic calculations NQF Level 02 3

plus select at least 9 credits from the following:

7792 Maintain Data in a Computer System NQF Level 02 4

7821 Develop Self within The Job Role NQF Level 04 3

7636 Provide a housekeeping service within designated area of work NQF Level 03 3

7638 Maintain housekeeping supplies NQF Level 03 3

7657 Maintain a clean linen supply NQF Level 03 3



13 Assistant Chef NQf 2


7800 Maintain health, hygiene and professional appearance NQF Level 02 1



7748 Handle and store food NQF Level 02 2

7660 Prepare vegetables for hot and cold dishes NQF Level 02 2

7705 Handle and maintain knives NQF Level 02 2



7637 Maintain hygiene in food preparation, cooking & storage areas NQF Level 03 2

7754 Prepare and cook basic fish dish NQF Level 03 3

7757 Prepare and cook basic sauces and soups NQF Level 03 4

7728 Prepare and cook basic meat, poultry, game or offal dishes NQF Level 04 8

29

plus select at least 22 credits from the following

7810 Prepare and cook starch NQF Level 02 1

7811 Prepare and cook basic vegetable protein dishes NQF Level 02 1

7816 Clean food production areas, equipment and utensils NQF Level 02 1

7809 Prepare and cook basic fruit dishes NQF Level 02 1

7762 Prepare and cook basic rice dishes NQF Level 02 2

7802 Prepare and cook basic egg dishes NQF Level 02 2

7807 Prepare and cook basic shellfish dishes NQF Level 02 2

7805 Prepare and cook basic pasta dishes NQF Level 02 2

7759 Prepare and cook basic pulse dishes NQF Level 02 2

7792 Maintain data in a computer system NQF Level 02 4

7745 Provide a carvery/buffet services NQF Level 03 2

7806 Prepare and present food for cold presentation NQF Level 03 2

7766 Prepare and cook basic dough products NQF Level 03 3


7768 Prepare and cook basic pastry dishes NQF Level 03 4

7817 Cook-chill foods NQF Level 03 4

7819 Cook-freeze foods NQF Level 03 4

7823 Provide a cook freeze or cook-chill food service to clients NQF Level 03 4

7772 Prepare, bake and decorate basic cakes & biscuits NQF Level 03 6

7821 Develop self within the job role NQF Level 04 3

7755 Prepare and cook basic cold and hot desserts NQF Level 04 4


Total Credit value Minimum 37 Credits51

CoNsTRuCTioN skills pRoGRAMMe

14 building & Civil Construction - Construction Masonry NQf 3


261663 Build masonry superstructures using concrete hallow units NQF Level 03 10

261659 Builds masonry superstructures using solid units using solid units 20

14662 Set out, excavate ,cast strip and build foundation wailing NQF Level 03 6

9969 Prepare for plastering NQF Level 03 15

259604 Verify compliance to safety health and environmental requirements in the work place

NQF Level 02 4

10002 Plaster walls & screed floor and steps NQF Level 03 15


15 building & Civil Construction - Construction plumbing NQf 4


244497 Perform plumbing works NQF Level 03 5

244493 Procure resource for construction works NQF Level 03 4

13224 Monitor the application of safety, health and environmental NQF Level 03 4

244502 Install and maintain soil, waste and vent pipe system NQF Level 03 12

244507 Install ,maintain and test cold water supply systems NQF Level 03 14

244496 Install, maintain and test hot water supply systems NQF Level 03 12

244498 Install, maintain and test ground drainage systems NQF Level 03 14

244492 Install, maintain and repair sanitary wire appliances NQF Level 03 8


16 building & Civil Construction - Construction painting NQf 3


259604 Verify compliance to safety health and environment requirements in the workplace

NQF Level 02 4

261661 Develop construction work plans NQF Level 03 8

261664 Erect, use and dismantle access equipment for construction work NQF Level 03 6

261737 Procure building and civil construction materials, tools and equipment NQF Level 03 8

261697 Prepare surfaces for Painting NQF Level 03 20

26166 Prime and apply paint to surfaces NQF Level 03 18

261666 Prime and apply paint to surfaces NQF Level 03 18


17 building & Civil Construction - Construction Tiling NQf 3


259604 Verify compliance to safety health and environmental requirements in the workplace

NQF Level 03 4

261661 Develop construction work plans NQF Level 03 8

261737 Procure building and civil construction materials, tools and equipment NQF Level 03 8

1002 Plaster walls & screed floor and steps NQF Level 03 15

261665 Prepare surfaces and apply tiles NQF Level 02 20



AGRiCulTuRe - skills pRoGRAMMe

18 landscaping NQf 3


264274 Apply biological and chemical control of alien invader plants NQF Level 03 5

264259 Identify a range of ornamental plants used in the horticultural industry NQF Level 03 10

264236 Identify and control common pests in the horticultural environment NQF Level 03 6

264258 Identify and correct nutrient deficiencies in ornamental plants NQF Level 03 8

264241 Identify the internal structures of ornamental plants NQF Level 03 10

264255 Mow and de-thatch grassed areas NQF Level 03 5

264257 Prune shrubs and other ornamental plants NQF Level 03 6


19 plant production NQf 1


116199 Demonstrate a basic understanding of the structure and function of a plant in relation to its environment

NQF Level 01 4

116157 Demonstrate understanding of the basic concepts of sustainable farming system

NQF Level 01 4

116200 Plant the crop under supervision NQF Level 01 4

116206 Fertilise soil and attend to basic plant nutrition NQF Level 01 5

116202 Operate and maintain irrigation systems NQF Level 01 2

116205 Propagate plants NQF Level 01 4

116204 Recognise pests, diseases and weeds on crop NQF Level 01 5

116168 Maintain basic water quality NQF Level 01 1

116169 Understand how sustainable farming systems conserve natural resources NQF Level 01 4


20 plant production NQf 2


116128 Apply plant manipulation method NQF Level 02 4

116121 Apply sustainable farming practices to conserve the ecological environment NQF Level 02 5

116124 Control pests, diseases and weeds on all crops effectively and responsibly NQF Level 02 2

116119 Demonstrate an understanding of plant propagation NQF Level 02 3

116077 Monitor water quality NQF Level 02 3

116066 Operate and maintain specific irrigation systems NQF Level 02 3

116053 Understand basic soil fertility and plant nutrition NQF Level 02 5

116057 Understand the structure and function of plant NQF Level 02 5

116060 Utilise and perform minor repair and maintenance tasks on implements equipment and infrastructure

NQF Level 02 5



21 horticulture NQf 1


119695 Apply fertilizers to ornament plants and landscapes NQF Level 01 3

119702 Apply water to landscape areas NQF Level 01 3

119686 Care for ornament seedlings NQF Level 01 4

119711 Demonstrate an understand of the basic structure of ornamental plants NQF Level 01 4

119696 Identify and prepare soils for landscapes planting NQF Level 01 4

119708 Identify and report common pests and diseases in plant propagation and landscape

NQF Level 01 4

119689 Identify the major categories of ornamental plants NQF Level 01 6

119703 Mulch and enrich the soil of established landscaped areas NQF Level 01 5

119706 Plant and establish ornamental plants from containers into open ground NQF Level 01 5

119710 Prune and shape ornamental shrubs NQF Level 01 4

119698 Utilise growth media for ornamental plant containers NQF Level 01 3


22 horticulture NQf 2


264185 Apply pest control practices in ornamental plant production and landscap-ing

NQF Level 02 6

119701 Create an awareness of environmental protection NQF Level 02 4

264191 Demonstrate an understanding of a flowering plant’s reproductive cycle NQF Level 02 5

264184 Identify common ornamental plants NQF Level 02 8

264177 Identify the different organisms of the plant kingdom NQF Level 02 4

264179 Identify the various soil types and their uses in plant propagation and land-scaping

NQF Level 02 4

264190 Plant and establish herbaceous plants in landscaped areas NQF Level 02 6

264188 Propagate plants from stem cuttings NQF Level 02 5

264192 Provide care for ornamental plants NQF Level 02 8

264180 Provide nutrition to plants and landscapes NQF Level 02 6

264176 Prune and shape shrubs NQF Level 02 6

263995 Schedule the application of water to plants and landscapes NQF Level 02 3

264058 Utilise health and safety principles in horticulture NQF Level 02 3

264017 Utilize irrigation equipment and operate manual sprinkler systems NQF Level 02 3


WholesAle ANd ReTAil skills pRoGRAMMes

23 store person NQf 2


114895 Define the core concepts of the Wholesale and Retail Environment NQF Level 02 10

117887 Complete Basic Business Calculations NQF Level 02 5

114912 Maintain a safe and secure Wholesale and Retail Environment NQF Level 02 10



24 shelf parker NQf 2


114903 Interact with customers NQF Level 02 10

114906 Mark merchandise and maintain NQF Level 02 10

114891 Count stock for a stock-take NQF Level 02 5


25 Cashier /Till operator NQf 2

uNiT sTANdARd TiTle level CRediTs


114889 Record transactions NQF Level 02 8

114894 Process payment at a Point of Sales NQF Level 02 10

114893 Pack customer purchases at point of sales NQF Level 02 3


26 order Clerk NQf 3


243680 Take orders in a Whole sale environment NQF Level 03 12

243712 Address customer queries in a wholesale environment NQF Level 03 10

258155 Explain the factors that Impact on the bottom line of a W&R unit NQF Level 03 10


27 stockroom Clerk NQf 2


243672 Maintain the stockroom NQF Level 02 8

114891 Count stock for a stock-take NQF Level 02 5



WAsTe MANAGeMeNT skills pRoGRAMMes

28 Waste Management NQf 1


119305 Demonstrate an awareness of the Impact of human activities on the envi-ronment

NQF Level 01 12

14569 Demonstrate an understanding of how to participate effectively in the workplace

NQF Level 01 3

119303 Handle and dispose of waste NQF Level 01 12

13167 Identify potential hazards and critical safety issues in the workplace NQF Level 01 2

119306 Recognise, group use and care for materials which can impact on health and the environment

NQF Level 01 10

119302 Select, use and care for hand tools and basic equipment in environmentally related contexts

NQF Level 01 6





119555 Separate, handle, store treat and transport waste NQF Level 02 9

119557 Operate Waste disposal facilities NQF Level 02 6

119556 Use tools and operate equipment in an environmentally responsible manner NQF Level 02 10

119558 Work with, use and care for materials and resources which can impact on health and the environment

NQF Level 02 10

119554 Apply Environmental Management tools to asses impacts NQF Level 02 5

119553 Take action to address impacts on the environment NQF Level 02 10




264455 Demonstrate an understanding of integrated waste Management analysis tools

NQF Level 05 8

264461 Demonstrate an understanding of integrated waste management NQF Level 05 8

116971 Demonstrate knowledge of pollution incident management and remedia-tion

NQF Level 05 10

252022 Develop, implement and evaluate a project plan NQF Level 05 8

264458 Explain the regulatory framework for environmental management NQF Level 05 8

264454 Manage hazardous substances NQF Level 05 6

264456 Explain the biophysical environment NQF Level 05 10

264460 Collect and transport waste NQF Level 05 6

264474 Demonstrate an understanding of waste generation and primary storage NQF Level 05 6

264476 Dispose of Waste NQF Level 05 6

264475 Treat and process waste NQF Level 05 8

244518 Apply fundamental knowledge of environmental ethics to a field of work or study

NQF Level 05 6

Total Credit value Minimum 90Credits 90

eNviRoNMeNTAl eduCAToRs skills pRoGRAMMes

31 environmental educators NQf 5


13650 Demonstrate a general understanding of people-environment relationships and current environmental challenges

NQF Level 05 16

13632 Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts

NQF Level 05 4

13635 Implement and evaluate an environmental learning programme NQF Level 05 6

13640 Research and analyse an environmental issue in terms of principles of envi-ronmental justice and sustainability and recommend possible solutions

NQF Level 05 8

13634 Select, plan and adapt a contextually-relevant environmental learning programme

NQF Level 05 6

13661 Participate actively in a local environmental action project NQF Level 04 8

10289 Facilitate a programme of learning NQF Level 05 24



32 environmental education, Training and development practice NQf 5


8618 Organise oneself in the workplace NQF Level 02 3

13662 Fulfil administrative requirements of an environmental learning programme or action project

NQF Level 04 3

13667 Reflect on own facilitation performance as an environmental education practitioner

NQF Level 04 5

13668 Work ethically and professionally as an environmental education practitioner NQF Level 04 3

13648 Apply appropriate social protocols in the workplace and community NQF Level 05 4

13649 Apply fundamental knowledge of environmental ethics to a field of work or study

NQF Level 05 6

13650 Demonstrate a general understanding of people-environment relationships and current environmental challenges

NQF Level 05 16

13632 Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts

NQF Level 05 4

13635 Implement and evaluate an environmental learning programme NQF Level 05 6

13651 Review a variety of approaches to learning, teaching and evaluation NQF Level 05 4

13636 Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids

NQF Level 05 4

13634 Select, plan and adapt a contextually-relevant environmental learning programme

NQF Level 05 6

8647 Apply workplace communication skills NQF Level 05 10

13661 Participate actively in a local environmental action project NQF Level 04 8

Total Credit value Minimum 82Credits 82

busiNess MANAGeMeNT skills pRoGRAMMe

33 business practice NQf 1


14444 Demonstrate an understanding of a general business plan and adapt it to a selected business idea

NQF Level 01 7

13999 Demonstrate an understanding of basic accounting practices NQF Level 01 4

10006 Demonstrate an understanding of entrepreneurship and develop entrepre-neurial qualities

NQF Level 01 2

9357 Develop and use keyboard skills to enter text NQF Level 01 4

13994 Identify and discuss different types of business and their legal implications NQF Level 01 4

10007 Identify, analyse and select business opportunities NQF Level 01 3

243189 Manage personal finances NQF Level 01 8

110082 Understand the impact of customer service on a business NQF Level 01 6

117902 Use generic functions in a Graphical User Interface (GUI)-environment NQF Level 01 4

116164 Demonstrate an understanding of the importance of marketing NQF Level 01 2

10009 Demonstrate the ability to start and run a business and adapt to a changing business environment

NQF Level 01 3

13176 Describe and discuss basic issues relating to the nature of business, the stake-holders in a business and business profitability

NQF Level 01 3



hAiRdRessiNG skills pRoGRAMMe

hairdressing Cosmetology and beauty

34 hairdressing NQf 3

id uNiT sTANdARd TiTle NQf level CRediTs

262593 Cut and shape gents hair NQF Level 03 15

262585 Cut and shape ladies hair NQF Level 03 15

262606 Perform a hair colouring service NQF Level 03 10

262605 Perform a hair relaxing service NQF Level 03 12

262563 Prepare for and finish off salon services NQF Level 03 4

262604 Style long hair NQF Level 03 10

262608 Perform a hot towel and shaving service NQF Level 03 6

262564 Perform a make-up service NQF Level 03 10

262522 Perform hair braiding and dreadlock techniques NQF Level 03 8


CloThiNG skills pRoGRAMMe

35 dressmaking NQf 1


123631 Cost a garment NQF Level 01 4

10006 Demonstrate an understanding of entrepreneurship and develop entrepre-neurial qualities

NQF Level 01 2

12115 Finish and store pressed and ironed items NQF Level 01 5

123632 Make garments NQF Level 01 20

15091 Plan to manage one`s time NQF Level 01 3


CRAfT skills pRoGRAMMe

36 Craft product design NQf 4


115121 Design marketable craft products: NQF Level 04 12

115123 Develop designs for marketable craft product ranges: NQF Level 04 10

115115 Access different approaches to drawing: NQF Level 04 10

115139 Develop innovative craft products: NQF Level 04 15


37 Craft production NQf 2


115128 Identify and prepare materials, tools and equipment for craft production: NQF Level 02 15

115131 Make marketable craft product: NQF Level 02 10

115134 Produce sequences of the same craft product: NQF Level 02 12

115136 Review and finish craft products for market: NQF Level 02 10



bAkiNG skills pRoGRAMMe

38 Rolls, buns and sweet dough products NQf 2


123360 Produce a range of bread roll products in a craft baking environment NQF Level 04 12

123359 Produce a range of sweet dough products in a craft baking environment NQF Level 04 15

114910 Implement food-handling practices in the wholesale and retail outlet NQF Level 04 8

14342 Manage time and work processes within a business environment NQF Level 04 4


39 Produce muffin and dough products in a craft baking environment NQF 2


123375 Produce a range of chemically aerated dough products in a craft baking environment

NQF Level 02 8

123371 Produce a range of muffins in a craft baking environment NQF Level 02 6

123367 Produce a range of frozen dough products in a craft baking environment NQF Level 02 8


40 produce a range of bread and sweet dough products in a craft baking environment NQf 2


123373 Produce a range of bread products in a craft baking environment NQF Level 02 10




41 baking bread and rolls NQf 2



123360 Produce a range of bread rolls in a craft baking environment NQF Level 02 12


42 bread and flour Confectionery baking NQf 2


119802 Perform quality control practices in a food or sensitive consumer product operation

NQF Level 03 6

123361 Produce a range of cakes in a craft baking environment NQF Level 03 16

123363 Produce a range of Choux pastry products in a craft baking environment NQF Level 03 8

123364 Produce a range of meringue products in a craft baking environment NQF Level 03 4

123365 Produce a range of puff pastry products in a craft baking environment NQF Level 03 16

123366 Produce a range of short pastry products in a craft baking environment NQF Level 03 16

123362 Produce a range of speciality breads in a craft baking environment NQF Level 03 12


43 bread and flour Confectionery baking NQf 2


120416 Apply personal safety practices in a food or sensitive consumer product environment

NQF Level 02 5


123367 Handle and bake off a range of frozen products in a craft baking or retail environment

NQF Level 02 8



123375 Produce a range of chemical aerated dough products in a craft baking environment

NQF Level 02 8

123371 Produce a range of muffins in a craft baking environment NQF Level 02 6


120417 Understand the control of pests and waste materials as part of a food safety system

NQF Level 02 3

14359 Behave in a professional manner in a business environment NQF Level 02 5

117887 Complete basic business calculations NQF Level 02 5

110554 Design plan and manually decorate soft cakes using basic techniques NQF Level 02 6

123361 Produce a range of cakes in a craft baking environment NQF Level 03 16


WeldiNG pRACTiCe skills pRoGRAMMe

44 Assistant Arc Welder NQf 2


12219 Select, use and care for engineering power tools 2 6

14713 Use welding definitions and symbols 2 5

243067 Cut materials using the oxy-fuel gas cutting process (manual cutting) 2 6

243063 Weld carbon steel work-pieces using the shielded metal arc welding process in the down-hand position

2 15

243066 Weld carbon steel work piece using the gas metal arc welding process in the down hand position

2 8

119744 Select, use and care for engineering hand tools 2 8


45 basic shielded Metal Arc Welder NQf 2



2 15

12219 Select, Use and Care for Engineering power tools 2 6


14683 Apply work site practices 2 5


14722 Describe the welding industry’s composition its productivity requirements and communication techniques

2 5

12476 Select, use and care for engineering measuring equipment 2 4


46 Carbon steel plate (structural Welding) NQf 2







2 15

243056 Weld carbon steel work pieces using the shielded metal arc welding process in all positions

2 16


47 basic shield Metal Arc Welding (down hand) NQf 2


243075 Draw and interpret simple plate, pipe and structural steel plate, pipe and structural steel drawings

2 6


12476 Select, use and care for engineering measuring equipment 2 4




2 15

116241 Work safely and use safety equipment 2 7


poulTy pRoduCTioN skills pRoGRAMMe

48 broiler production NQf 2


119450 Produce poultry broilers 2 15

119444 Monitor and manage the poultry production environment 3 10

114920 Understand vaccine handling and vaccinating practices for poultry 3 6

119429 Perform and administer record keeping functions in poultry production 3 5


Annexure b: Training projects implemented within epip focus areas

province pRoJeCT skills intervention focus area

Number of focus Area per province


LP LP Wetland Conservation

Assistant Chef GOSM 3 2 1 0 0

LP Schuinsdraai Nature Reserve

Plant production P and P

LP-Maila Medical Farm Project

Conservation Gener-al Assistant

GOSM

LP- Maila Medicinal Plant Farm Project

Cashier/Till Operator NQF 2

GOSM

LP Schuinsdraai Nature Reserve

FIELD RANGER - LAW ENFORCEMENT ARMED

P and P

LP-Control of Bush Encroach-ment

Horticulture WfL

GP GP - Refubish-ment of Vuka Buy Back Centre

Plant production WoW 0 0 0 1 0

NW NW- Letha-bong Wetland Reahbilitation Project


GOSM 4 0 0 0 0

NW - Township-Greening

Horticulture NQF 1 GOSM



GOSM


Nature Site Guide GOSM





EC EC-Greening & Beautifying Mbizana

Shelf Packer GOSM 6 0 2 5 0

EC- Wattle Eradication

Store Person WfL

EC-Mfundisweni Greening

Horticulture GOSM

EC-Wattle Erad-icaton


WfL

EC-Engcobo Alien Plant Vegetation Removal and Conservation

Field Ranger Law En-forcement Unarmed

GOSM

EC-Engcobo Alien Plant Vegetation Removal and Conservation


GOSM

EC-Mqanduli and Elliotdale Street Cleaning


WoW


Plant Production WoW


Waste Management WoW

EC-Intsika Yethu Clean-Up Project

Waste Management WoW

EC-Hegebe Land Reha-bilitation & Greening

Plant Production (NQF 2)

GOSM

EC-Hegebe Land Reha-bilitation & Greening

Plant Production (NQF 1)

GOSM

EC - Street Cleaning & Beautification in Dutywa 13/16

Construction Tilling WoW

WC WC-Rivers & Tributaries Of Stellenbosch Municipality Rehabilitation

Waste Management WftC 0 0 0 0 1





KZN KZN-Endumeni Landfill

Nat. Cert - Environ-mental Practice

WoW 1 5 1 7 0

KZN-Hluhluwe Mfolozi Park Community Development Tourist Project

Assistant Chef P and P

KZN-Endumeni Landfill

Assistant Chef WoW


Plant Production P and P


Field Ranger Protect-ed Area Armed

P and P

KZN-Endumeni Landfill


WoW

KZN-Zithande Project

Public Area Cleaner GOSM

KZN-Newcastle GMC

Assistant Chef WoW

KZN-Funjwa Lodge / Ma-baso Game Reserve


KZN - Eco Enforces Alien Eradication & Rehabilitation Programme

Cashier/ Till Operator NQF 3

WfL

KZN - Funj-wa Lodge / Mabaso Game Reserve

Waste Management P and P

KZN-Ingwe Bio-fuel Project


WoW


Plant Production WoW


Assistant Chief WoW





FS FS - Willem Pretorius Nature Reserve

Construction Tilling P and P 2 4 0 0 0

FS-Rehabilita-tion Of Flamin-go Lake And Wetland

Construction Tilling GOSM

FS – Sandveldt Reserve & Resorts

Construction Plumbling NQF4

P and P

FS - Batho Tow-ship Greening

Assistant Chef GOSM

FS - Strerkfon-tein Resort & Reserve


FS – Willem Pretorius Nature Reserve (11/13)

Construction Plumbling NQF4

P and P

NC NC - WFTC Alex Bay, Port Nolloth and Hondeklibaai

New Venture Cre-ation

WftC 0 0 0 0 1

MP MP - Lomshiyo Tourist Lodge And Hiking Trail

Plant Production P and P 0 2 0 0 0

MP – Mawewe Cattle Game Farm

Plant Production P and P

Total Number 16 13 4 13 2

Overall Total 48


Annexure C: An interview guide with a consent form

CoNseNT foRM foR The epip pARTiCipANT

Consent form and Participant Information Sheet (to be filled in by the interviewer prior to the interview)

Hello, my name is ________________________________________________, I am an employee of the Department of Environmental Affairs (DEA) as a _________________________________________ (state your position). I am conducting a skills impact study for the DEA EPIP project(s) _________________________________________________________________________________________

(Name of project) you participated in. The aim of the study is to afford you an opportunity to share your knowledge and experience on your involvement in the training aspect of the project. The objectives of the study are:

• To establish if DEA EPIP projects participants do further their studies by building up on the training ac-quired during participation

• To investigate if experience gained during participation in DEA EPIP projects could create / had creat-ed other job opportunities afterwards

• To examine if experience gained and training received could lead/channel participants to start their own businesses

The information gathered will assist DEA EPIP in measuring the impact of the training provided and en-hance operational aspects of the training. Your contribution is of great significance towards developing a final public document in the form of a research report. I am asking for 30 minutes of your time.

Please note this:

• Participation in this research is voluntary and you are free to withdraw anytime.

• There will be no remuneration or gifts in exchange for information provided.

• Your identity will remain anonymous and the information you provide will be confidential and only be shared in a final report.

• You are entitled to withhold information that you feel is too personal or sensitive to you and you can choose not to answer any of the questions.

Do you give consent for recording of the session through the use of Dictaphone/recorder?

Yes _________ No _________

Are you willing to participate in this research?

Yes____________No _________

Place: _____________________ Date __________________ Time _________

Interviewer’s signature_________________________

Thank you for agreeing to participate in this research study.


eNviRoNMeNTAl pRoTeCTioN ANd iNfRAsTRuCTuRe pRoGRAMMe skills iMpACT QuesTioNNAiRe

iNTeRvieWee No:

1. demographic information

Full Names____________________________________________________________________________________________

Surname_____________________________________________________________________________________________

Date of birth__________________________________________________________________________________________

Female/Male_________________________________________________________________________________________

Age

16 - 35 36 -45 45 - 60 Above 60

Racial group__________________________________________________________________________________________

Highest qualification held (tick the correct box)

Some primary education Completed primary education

Some secondary/high school education

Completed matric Post matric qualification/s

Address (name of the village or township and town) ___________________________________________________

______________________________________________________________________________________________________

2. project information

Name of project: _____________________________________________________________________________________

Province _____________________________________________________________________________________________

Area ________________________________________________________________________________________________

Project start date _____________________________________________________________________________________

Project end date _____________________________________________________________________________________

3. participation/ Training history

Type of training received (tick the correct box):

Qualification Skills programme

Training field (tick the correct box):

Name of training received

Assistant Chef

Housekeeper Table At-tendant

Store person Shelf packer

Cashier Till/Operator

Horticulture Plant pro-duction

Waste Manage-ment


National Certificate Environmen-tal Practice

Conserva-tion General Assistant

Field ranger

Nature site guide

Public area cleaner

Construc-tion tiling

Construc-tion plumb-ing

New venture creations

Number of credits for the training intervention/s: ________________________________________________________

Number of days spent on training______________________________________________________________________

Name of training implementer_________________________________________________________________________

4. TRAiNiNG iMpACT AssessMeNT

No Question

1 What have you been doing since exited from the project?(tick the correct box)

Em-ployed

In busi-ness

Nothing Other

2 In your own view do you think your quality of life has improved after your participa-tion in training(tick the correct box)

YES NO Not applicable No response

2.1 YES/ NO elaborate

3 How long after training did it take you to get employment/ studying/start business(tick the correct box)

1-3 months

6-12 months

12-24 months

Over 24 months

Not applicable

4. Did you receive certificate(s) for the train-ing undertaken(tick the correct box)

YES NO No response


4.1 If no why?

4.2 If yes, how long did it take you to receive your certificate after training (tick the correct box)

1-3 Month

3 – 6 months

6 -12 months

12 – 24 months

Not applicable

5 Do you think where you are now/ what you are currently doing is as a result of your participation in the EPIP projects?(tick the correct box)

Yes No No response Not applicable

5.1 Yes/No elaborate

6 What do you think EPIP should improve or done differently to ensure training provided meets the needs of the partici-pants and the skills gap in South Africa


7 Any other comments:

Annexure d: focus Group discussion guide

NAMe of pRoJeCT

pRoviNCe

dATe of MeeTiNG

plACe/AReA

TRAiNiNG iNTeRveNTioN

disCussioN poiNTs

1. What have you been doing after completion of the project? (working/studying/business/anything)

2. in your own view do you think your quality of life has improved after your participation in training? (has your life changed for better or worse? / has the training improve your life or not?)

3. how long after training did it take you to get employment/ studying/start business? (1-3 months/ 3-6 months/ 9-12 months/ over 12 months)


4. Did you receive certificate(s) for the training undertaken? How long did it take everyone to receive the certificates after train-ing? estimated period. (e.g. complaints, satisfaction/dissatisfaction level/ challenges etc.)

5. do you think where you are now/ what you are currently doing is as a result of your participation in the epip projects? (is the job/studies/ whatever activity you are involved in related to the training received).

6. What do you think epip should do to improve (changes to be made) to ensure that the training provided meets the needs of the participants and the skills gap in south Africa? Anything you would like to see changed or happen during training.

7. is there anything that you would like to bring to our attention regarding the training and the project?

ThANk you foR youR pARTiCipATioN


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NoTes...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................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environmental affairs · 2018-06-12 · pluMbiNG skills TRAiNiNG foCus GRoup MeeTiNG Environmental Affairs Department: REPUBLIC OF SOUTH AFRICA environmental affairs Skills Development