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Impact Assessment of CHIETA Programmes on Beneficiaries' Lives

This study aims to determine the impact of CHIETA learnership, apprenticeship, and work-integrated learning (WIL) programmes on beneficiaries who completed their training in 2017/2018. It also evaluates the value of the training voucher project in advancing the knowledge and skills of SMME owners and co-workers.

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Impact Assessment of CHIETA Programmes on Beneficiaries' Lives

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

  2. Purpose / objective of study • Todetermine 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

  3. 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

  4. 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)

  5. 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)

  6. Realisation of Survey Samples

  7. Demographic profile of apprenticeship respondents (N=210)

  8. Demographic profile of learnership respondents (N=297)

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

  10. Employment of 18.2 learners who completed learnerships

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

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

  13. Employed 18.2 learners (learnerships)

  14. Employed 18.2 learners (apprenticeships)

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

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

  17. Employed 18.2 learners (artisans)

  18. Unemployed artisans (N=82)

  19. Unemployed (18.2) learners who could not get access to employment (artisans)

  20. Unemployed (18.2) learners who could not get access to employment (learnerships)

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

  22. 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

  23. Follow us on your favourite Social Media platform @chietasa @chieta_sa @chieta_sa @chietasa

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