Tracer Study: Impact Assessment of four CHIETA programmes (Project in progress)

Purpose / objective of study To determine the impact of the CHIETA learnership, apprenticeship, and work-integrated learning (WIL) programmes in the lives of beneficiaries who completed their training during the 2017/2018 period To determine the value of the training voucher project in terms of advancing the knowledge and skills of SMME owners and co-workers

Background Applying the impact assessment model that was developed in 2017 on work-based learning (WBL) programmes Defining WBL Apprenticeships Learnerships Work-integrated learning (WIL) WIL in the CHIETA context Internships TVET college qualifications Higher Education Institution (HEI) qualifications

Research Methodology (1) Both quantitative and qualitative methods are applied to collect data Tracer study by means of cross-sectional surveys using structured interviews (beneficiaries of apprenticeships, learnerships, and WIL programmes) Semi-structured interviews (employers and owners of SMMEs) Case studies in video format (success stories of beneficiaries)

Research Methodology (2) Samples for apprenticeship and learnership surveys stratified according to: Type of learner (18.1 or 18.2) (proportional) Type of trade/learnership (proportional) Gender (disproportional) Random sample was drawn from each group Complete sample framework used for WIL participants – lack of contact details Purposive samples for Employers (15) SMMEs (10) Case studies (5)

Realisation of Survey Samples Programmes Year 2017/2018 Sample Framework (N) Realisation of Sample (N) Realisation of Sample (%) Apprenticeships (Survey completed) Q1-Q3 472 210 44 Learnerships Q1-Q4 697 297 43 WIL (In progress) Q2 124 36 29 Total   1 293 543 42

Demographic profile of apprenticeship respondents (N=210) % Unemployed (18.2) 142 68 Employed (18.1) 32 Male 186 89 Female 24 11 African 176 84 Coloured 8 4 Indian White 18 9 Automotive Motor Mechanic 2 1 Electrician 80 38 Fitter and Turner Instrument Mechanician 6 3 Mechanical Fitter 31 15 Rigger 62 30 Welder 25 12 Average age 34

Demographic profile of learnership respondents (N=297) % Unemployed (18.2) 221 74 Employed (18.1) 76 26 Male 198 67 Female 99 33 African 264 89 Coloured 14 5 Indian 11 4 White 8 3 Automated Packaging Operator 37 12 Boiler Maker Chemical Manufacturing 78 Chemical Operations 49 16 Electrical Engineering 30 10 Electrician 1 Instrument Mechanician Measurement, Control & Instrumentation 13 Mechanical Fitter 42 Molten Glass Production 2 Pharmaceutical Sales Representation Rigger Welder Average age 31

Employment of Unemployed (18 Employment of Unemployed (18.2) learners after completion of learning programme

Employment of 18.2 learners who completed learnerships

Employment conditions (learnerships) Full-time (40 hours or more per week) – 87% Permanent position – 75%

Income levels (gross p. m. ) of 18 Income levels (gross p.m.) of 18.2 learners who are employed (learnerships)

Employed 18.2 learners (learnerships)

Employed 18.2 learners (apprenticeships)

Employment conditions (apprenticeships) Full-time (40 hours or more per week) – 86% Permanent position – 62%

Income levels (gross p. m. ) of 18 Income levels (gross p.m.) of 18.2 learners who are employed (artisans)

Employed 18.2 learners (artisans)

Unemployed artisans (N=82)

Number of times mentioned Unemployed (18.2) learners who could not get access to employment (artisans) Reason for unemployment Number of times mentioned % No jobs available / economy 68 51 Lack of experience 26 19 Over supply 16 12 Only small contracts available 6 4 Corruption 5 Gender discrimination (male dominated) 3 Health issues 2 1 Relocation necessary Still waiting on contract Further studying Strikes Total 134 100

Number of times mentioned Unemployed (18.2) learners who could not get access to employment (learnerships) Reason for unemployment Number of times mentioned % No jobs available / economy 67 42 Lack of experience 44 27 Need further training 12 7 Corruption 8 5 Over supply 6 4 Family responsibilities 2 Need to do trade test 3 Waiting for trade test certificate Studying full-time Insufficient contacts / networks 1 Only small contracts available Waiting for learnership certificate Foreigners take opportunities away Health issues Total 161 100

Case studies Bafana Mahlangu – RPL to qualified Boilermaker (Richards Bay) Nompumelelo Mbutho – Chemical Operations learnership (Amanzimtoti)

Preliminary recommendations Further investigate and address the reasons why some artisans struggle to find employment Establish a relationship with an intermediary that can assist with the placement of unemployed learners who struggle to find employment after completion of a learning programme Further support SMMEs in terms of entrepreneurial training Include entrepreneurial training in all programmes

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