MARCH 2014 REPORT

PLANT AND MACHINERY

OPERATORS
TRUCK DRIVER

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 Report Section One: OTs should complete the following table:

For the March Report OTs should scan the data provided and add or correct where they
have improved data on which to draw. They should clearly indicate the source they have
used where improved information is provided and ensure that it can be independently
accessed for verification purposes.

For each category of information provided in the data template, OT members are requested to
indicate:

a. Are they in a position to evaluate the accuracy of the data provided? Yes or No
b. If Yes to (a), is the information provided broadly correct, in their view? Yes or No
c. Do they have additional information that will enhance the information? Yes or No
d. If Yes to (c) above, please provide a full reference for the information indicated
e. Please attach the information to the report if possible.

A standard template is provided for the submission of these answers:

Data Not in a Information Additional Source/ Attachment

category position to in spread information Reference if available
evaluate sheet provided for
data broadly additional
correct information
Demand: X
Supply X
LM X
information

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1. Problem identification

On the demand side

Special reasons such as:
o Years of experience required
o Specific category of expertise required
o Specific area of expertise required
o Employment Equity considerations (race, gender, disability)
o Wage rates not competitive
o Geographical considerations (remote areas, poor facilities available)
o Poor working conditions (e.g. mining industry)
o Technical specialists not respected by management e.g. advice not respected
o Funded vacancies in the public service
o Language
o Access to Testing Centres for training purposes
o Dedicated sites to practice parking before testing
o Lack of funding for non-DG funded learners
o Getting appointments for license testing

On the supply side

Insufficient graduates due to:
o Insufficient learners enrolling on relevant programmes;
o Insufficient numbers of learners graduating due to:
Poor quality lecturing and mentoring
Poor quality qualification
Poor quality curriculum
Poor quality learning materials
Poor quality equipment in laboratory / workshop
Poor relationship with employers
Poor institutional governance
Financial constraints (specify)
Insufficient work experience opportunities provided (either pre- or post-graduation)
Insufficient numbers of learners attaining full recognition of competence (e.g. passing trade test or
attaining professional registration or occupation license)
No insurance for under 25 learners
3 years experience required for employment
Time off for 18.1 learners

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 Problem weighting on the demand side
Weighting of
Problem classification
problem
Special reasons such as:
1. Years of experience required i.e. not novices 15%
2. Specific category of expertise required (e.g.
engineer, technologist, technician)
3. Specific type of expertise required 5%
4. Employment equity consideration (race/gender)
5. Wage rates not competitive
6. Geographical considerations (e.g. remote areas) 5%
7. Poor working conditions (e.g. mining industry)
8. Authority of technical specialists in relation to
managerial decision making
9. Funded vacancies in the public service 10%
10. Language (literacy issues) 10%
11. Access to testing centres for training purposes 10%
12. Dedicated sites to practice parking before testing 10%
13. Lack of funding for non-DG funded learners 25%
14. Getting appointments for license testing 10%

Problem weighting on the supply side (by pathway)

1. Dislocated pathway from institution to workplace
Insufficient graduates due to:
2. Insufficient learners enrolling
3. Insufficient number of good training facilities 10%
4. Throughput problems due to:
i. Learners poorly prepared at entry
ii. Poor quality lecturing, trainer, mentor
iii. Poor quality / relevance of qualification
iv. Poor quality / relevance of curriculum
v. Poor quality learning materials 15%
vi. Poor quality equipment in laboratory /
workshop
vii. Poor relationship with employers
viii. Poor institutional capacity e.g. governance
ix. Financial constraints 25%
5. Not enough work experience opportunities
6. Poor quality workplace learning opportunities
7. Insufficient numbers of learners attaining full
recognition of competence (e.g. passing trade
test or attaining professional registration or
occupation license) after relevant work
experience
8. Duration of study or acquisition of experience
9. Dislocation of efforts between different supply
agencies (e.g. government agencies, suppliers,
providers and workplaces etc.)
10. No insurance for under 25 learners 25%
11. 3 years experience required for employment 15%
12. Time off for 18.1 learners 5%
13. Young drivers not staying long in driver positions 5%

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 Problem weighting w.r.t. Information failure
1. Learners do not know about the occupation
2. Graduates unable to find workplace opportunities
3. Qualified people cannot find employment
4. Employers cannot find competent, qualified
people
5. Other? Specify.

2. Problem prioritisation and representation

Problem Tree
Lack of funding for non DG funded learners. Unemployed and
unfunded learners cannot afford the amount of training required by
law to qualify as professional drivers

Insufficient number of good There is no insurance for drivers

training facilities who are under 25 or its very
expensive

Poor quality learning Time off work for 18.1 Lack of experience for young
drivers
material learners

Young drivers not staying long in

driver positions, which leads to a
lack of qualified drivers in the long
run.

2.1 Problem representation

Priority problems Weighting

Demand side Funding for unemployed learners 25%
Years of experience required 10%
Access to testing centres for practice 10%

Supply side Financial constraints 25%

Poor quality learning material 15%
No insurance for learners under 25 years 25%

At the interface Cannot comment on this

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 3. Solution designing and scheduling

Solution menu on the Supply Side

Learning stages Problem area Solution

1. Learner preparation programme (enrolment)
2. Increase enrolments of school leavers (enrolment)
3. Increase enrolment of current workers (enrolment)
Access to
4. Employment equity recruitment (selection criteria)
institution 5. Financing
6. Other
6.1. Insufficient number of good training facilities
1. Lecturer / trainer upgrading programme
Theory 2. Qualification development
3. Curriculum development and use
4. Materials development and use
Throughput to 5. Targeted programmes for RPL learners (filling gaps)
theory success 6. Learner support measures
7. Open learning strategies
8. Other
8.1.1. Poor quality learning material
8.1.2. Literacy difficulties
1. Lecturer identification (e.g. from industry)
2. Lecturer / trainer upgrading programme
3. Qualification development
4. Curriculum development
Simulated / 5. Materials development
Practical practical learning 6. Access to equipment
7. Learner support
8. Open learning strategies
9. Other
9.1. Access to testing centres for practice
1. Find appropriate workplaces
2. Accelerate workplace approval procedures
3. Offer clear employer incentives
4. Learner contracts
5. Learner accommodation and transport
6. Secure mentor
7. Current workforce upgrading
8. Supervisor programme
Structured 9. Mentor identification / programme
Workplace workplace learning 10. Qualification development for workplace learning
11. Curriculum development
12. Materials development
13. Access to equipment
14. Learner support
15. Open learning strategies
16. Other
16.1. Lack of insurance for learners under 25
16.2. Time off work for 18.1 learners
Assessment Assessment 1. Assessment centre identification / accreditation
2. Recognition of Prior Learning

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 3. Assessor training
4. Equipment
5. Learner transport and accommodation
6. Other
1. Mentorship
2. Continuing Professional/Occupational development
Experience after 3. Structured rotation through projects
Expertise qualification 4. International exposure
5. Immigration of expertise in short term
6. Other
1. Career guidance to learners
Between demand
Information and supply
2. Marketing to employers
3. Other

Priority
Priority solutions
problems
1. Funding for non-DG
funded learners
Priority 1 2. Updating training
material
1. Allow new drivers an
opportunity to drive
Priority 2 with a mentor to gain
required experience
Duration for
(Unit) Cost of
implementation from
implementation
concept to impact
Depends on availability of R25 000 per learner
funds from TETA
Increased funding will allow
providers to update their
learning material

1. Access to testing About 1 month No cost

Priority 3 centre for practice

1. Financial Depends on how long it R30 000 per learner

constraints. takes TETA to change their
Priority 4
Increased funding funding model
for the training
1. Insufficient number
of good training
facilities. Availability
Priority 5 of land for driver
trainers to let
learners practice in a
safe environment

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 Short term impact Medium term Longer term
Priority
Priority solutions delivered impact delivered impact delivered
problems
(2014) (2015 2019) (2020 +)
1. Funding for non- Increased numbers Increased training
DG funded for DG funding cost
learners
Priority 1
2. Updating training Provide updated Audit current
material learning material provider material
for training
providers
2. Allow new drivers Employers to make Give incentives to
an opportunity to provision for employers for
drive with a learners to gain accommodating
Priority 2
mentor to gain experience by inexperienced
required allowing them to learners
experience drive with mentors

1. Access to testing Have an

centre for agreement with
Priority 3 practice testing centres to
allow learners to
practice on
weekends
1. Financial Increase learner
constraints. stipend and
Priority 4
Increased training costs.
funding for the
training
1. Insufficient Arrange
number of good designated areas
training facilities. for trucks to
Availability of practice
Priority 5 land for driver
trainers to let
learners practice
in a safe
environment

3.1 Section 1: Information quality

OTs should complete the following table by referring to the data on the Portal for your occupation:

Data category Not in a Information Additional Source/ Attachment

position to broadly information Reference if available
evaluate correct provided for new
data information
Macro-economic
The stock of skills
Expansion demand
Replacement demand
Total demand
SIP demand
Total projected SIP demand

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Estimated shortage/ year
SIP sectors indicating
demand for skill
Supply side information (per pathway/overview)
Qualifications
Enrolment
Projected enrolment
Graduation
Projected graduation
Workplace (learnerships)
Registration / trade test/
licencing
At the interface between supply and demand
Unemployed registered on
ESSA
Job Opportunity Index

The portal is not available to evaluate the data.