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

3. 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

4. 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

5. 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)

6. 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)

7. Realisation of Survey Samples
Programmes
Year /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

8. 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

9. 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

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

11. Employment of 18.2 learners who completed learnerships

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

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

14. Employed 18.2 learners (learnerships)

15. Employed 18.2 learners (apprenticeships)

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

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

18. Employed 18.2 learners (artisans)

19. Unemployed artisans (N=82)

20. 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

21. 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

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

23. 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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