The SWOT table below profiles the sub-sector, providing strengths, weaknesses, opportunities and threats of mobile telecommunications. Table 25: Mobile Telecommunications Strengths Weaknesses Competitive sector with four network operators and MVNOs. Leading operators Vodacom and MTN have a strong international presence, bringing international expertise and best practice into the sector. 3G and 3.5G services are offered by all of the network operators, and MTN experienced strong growth in data services in 2012. LTE network rollouts in 2012. Vodacom, MTN and Telkom are able to offer converged service packages. Sector has benefited from strategic investments from Vodafone (Vodacom) and Saudi Arabia's Saudi Oger (Cell C) as well as the Virgin Mobile Group. Despite strong contract customer growth, the mobile market remains highly skewed towards prepaid users. Despite the presence of Virgin Mobile, the MVNO sector remains undeveloped. South Africa's telecoms regulator, ICASA, has been criticised for not doing enough to help liberalise the market; tariffs remain high by international standards and the government was also accused of hindering rather than aiding telecoms policies. Opportunities Threats MTN and Vodacom have been actively deploying multimedia content services, providing opportunities for content providers. Cell C has launched high-speed networks and continues to expand nationwide. The fixed-line incumbent's 8ta mobile brand has further intensified competition, offering low-priced services. LTE launches offer chances to reach clients with a wider range of services and products, building long-term revenue potential. Deployment of HSDPA and HSUPA and the launch of new multimedia mobile handsets should have a positive impact on data service usage. Deployment of fibre networks by MTN and Vodacom will enable these operators to offer a broader suite of converged services. Mobile market appears to be approaching saturation point, limiting the potential for new customer growth. LTE growth likely to be limited due to low availability of spectrum. Danger of third operator Cell C being squeezed out of market as Vodacom and MTN remould themselves as converged telecoms service providers. Source: Adapted from BMI, 2013
Copywriter 264201 78 157 196 78 Sales Representative (Business Services) 333903 26 13 13 52 Classified Advertising Clerk 441901 65 0 0 0 Source: The MICT SETA OGS As presented in the table above, in the Advertising sub-sector, the occupations identified are mostly professional indicating the need for high-level skills. Across most of these, the most favoured intervention was internships followed by bursaries. The following is a summary of the scarce skills occupations for the sub-sector: Director could refer to senior managerial people including project directors. Other alternative titles include Chief Executive Officer (CEO), Company Director, Executive Director and Managing Director Alternative titles to a Data Management Manager are Data Operations Manager or Data Processing Manager. role involves processing and manipulation of data Multimedia Designer alternative titles include Digital Media Designer, Instructional Designer, Interactive Media Designer and Multimedia Artist Advertising Specialists are also known as Advertising Account Executive, Advertising Account Manager, Advertising Agent Representative, Advertising Coordinator / Specialist or Creative Director (Advertising) Film and Electronic Media The table below presents the estimation of Film and Electronic Media scarce skills identified and projected over a period of four years. There appears to be some relationship between skills required in the Advertising sub-sector and in the Film and Electronic Media sub-sector. Table 27: Estimation of Film and Electronic Media Scarce Skills Need Occupation OFO Code 2013 2014 2015 2016 Multimedia Designer 216603 2788 2788 2788 1859 Management Accountant 241102 133 187 187 80 Market Research Analyst 243102 267 533 533 133 Software Developer 251201 107 0 0 27 Multimedia Specialist 251301 2665 2665 2665 1333 Web Developer 251302 133 187 187 133 Technical Writer 264103 267 533 267 533 Radio Journalist 264204 133 53 53 133 Director (Film, Television, Radio or Stage) 265401 1333 1333 1333 1333 Film and Video Editor 265403 133 0 0 0 Program Director (Television or Radio) 265404 107 160 160 53 Technical Director 265405 133 213 267 0 Sales Representative (Business Services) 333903 187 80 80 160 Set Designer 343204 160 213 213 107 Sound Technician 352103 533 800 1066 533 Source: The MICT SETA OGS It appears the areas of scarcity for most of the Film and Electronic Media occupations exists primarily in more technical roles specific to the sector and less on generic skills such as HR
Monitoring and Evaluation Framework The following framework seeks to guide the implementation of the strategic goals in the sector. It is aimed at helping to Outcomes Outputs Activities Indicators Measure (Quantitative) Measure (Qualitative) Strategic Outcome Oriented Goal 1: Credible mechanism for skills planning and impact evaluation established within the MICT sector. Coordinated research by MICT SETA to guide activities that will enhance employers’ capacity to plan and report through WSPs and ATRs is built and results in credible and accurate Sector Skills Plan Established SETA Management System (SMS) that enable WSPs and ATRs that are credible and professionally developed, and reviewed annually Capacitation of the research function to build labour market analysis, forecasting and trends analysis skills to take advantage of the SMS The Sector Skills Planning Division is fully staffed Frequency of forecasts and trends analysis conducted Better use of information from the SMS and integration with external economic data Encourage better use of information management tools in the SMS so that data can be turned into information and information turned into intelligence about the MICT sector Management decision making enhanced Number of periodic analysis reports from the SMS Improved provision of insights drawn from the SMS Simplify WSP and ATR forms, using clear and simple language to make them easy to complete, especially by smaller businesses Understanding of stakeholders on the completion of WSPs and ATRs % Increase in the number of WSPs and ATRs submitted Quality and usability of the data submitted in the WSPs and ATRs
Professionally researched and credible SSP that articulates an agreed-upon sector strategy and addresses sector skills needs developed and reviewed annually Conduct periodic research in the economy to identify scarce, critical skills and well as future skills required in the sector Identify ways of understanding the current skills needs in the MICT sector, mortality rates and drivers of change in order to anticipate future skills needs Provide grants for research projects and postgraduate research funding to enable more insights and knowledge about the MICT sector Research conducted Scarce and critical skills periodically identified Skills needs of the sector sourced SSP produced and updated annually Frequency of SSP updates Improvements in identification of scarce skills Analysis of demand Accurate and reliable critical and scarce skills database developed and reviewed annually. Increase the number of WSPs and ATRs submitted through the mobilisation of employers in the sector Employers mobilised to submit WSPs Engagement with employers conducted Language made more accessible Forms for WSPs made easy Number of WSPs submitted % Increase in the number employers submitting Extent to which language plays a deterrent to submission Efficiency of methods of submitting WSPs Work closely with employers to ensure the submission of quality WSPs that clearly articulate the scarce skills and critical skills needs. Simplify the “skills development landscape” language used in the
SETA and make it more accessible to employers in the sector Systems and processes for the monitoring of funded skills development are reviewed and strengthened An effective programme evaluation system linked to the SMS put in place. Programme evaluation system developed Baseline studies conducted Checks and balances agreed upon Reporting on outcomes of NSDS III conducted Number of baseline studies conducted Number of impact evaluations conducted Number of times early warning signals identify programme risks Quality of baseline studies Extent of baseline studies Improvement in programmes based on evaluative data Performance of the SETA over the NSDS III period A programme of baseline studies and impact evaluations is developed and agreed for the period of NSDSIII. Checks and balances as well as a system of early warning signals are put in place for monitoring training provision A comprehensive report is produced on the outcomes and impact of MICT SETA funded training during the period of NSDSIII. Impact studies and evaluations conducted to understand the impact of learning programmes in the sector Impact evaluations of MICT SETA funded programmes conducted Tracer studies conducted on employed and unemployed learners who participated in MICT SETA funded learnership, internship and other programmes
Improved use of funds on skills development interventions Better use of information about labour demand and scarcity in the sector for money assessments conducted on funded incubation programmes and ISOEs Analysis of unfunded learnerships conducted Strategic Outcome Oriented Goal 2: Research and innovation capacity within the MICT sector enhanced Research supported and working relations established with institutions at the forefront of research and innovation to facilitate access for employers in the MICT sector Expanded access to research and innovation opportunities Identify innovation support programmes and funding opportunities available to employers in the MICT sector Innovation support programmes offered by government identified Funding opportunities for efficiencies and innovation identified Information funding and innovation support programmes shared with employers Number of programmes identified Number of funding opportunities % of employers accessing innovation and funding Number of channels through which information is communicated For all these, the improvement in competitiveness as a result of innovation and other funding Promote innovation in the MICT sector through mainstreaming of innovation and funding incentives available to organisations in the sector Provide information and support to employers in the sector innovation and research incentives provided by government
Collaborative partnerships with university faculties and other flagship research projects linked to MICT sector development Facilitate partnerships between businesses in the sector and university faculties to advance innovation Partnerships facilitated between businesses and universities Partnerships established with NRF, Technology Innovation Agency and the CSIR R&D into free open source supported Number of partnerships facilitated Number of partnerships established between employers and universities Extent of objectives of partnerships met Competitiveness in the sector Extent of Free Open Source success in SA Work with institutions like the NRF, Technology Innovation Agency and the CSIR involved in the development of new technologies to support skills development around such technologies Support research and development efforts into free open source (FOSS) software for use in government Expanded production of high-level skills and support of post‐graduate programmes Provide research grants to postgraduate researchers involved in sector specific research for Work with relevant government departments on projects and priorities that are of national importance such as programmes linked with the Strategic Integrated Projects (SIPs) and IPAP related programmes and support skills development
Facilitate postgraduate student access to employers in the forefront of innovation in the MICT sector. Strategic Outcome Oriented Goal 3: Increased access to quality occupationally directed learning programmes within the MICT sector. Collaborative partnerships with respective public and private service providers established to ensure accessible training Increased uptake of qualitative learning programmes that address industry skills Simplify and improve the processes for registering Learnerships, applying for Discretionary Grants, and the accreditation processes Process for registering learnerships simplified Process for applying for discretionary grants streamlined FET colleges accredited to offer MICT SETA qualifications New qualifications developed Experiential learning opportunities supported Turnaround time for registering a learnership Turnaround time for processing a discretionary grant application Number of FET colleges offering MICT programmes Number of new qualifications developed Number of experiential learning opportunities opened up Extent to improvements lead to take up Improvements in learnership registration Effectiveness of funded programmes Encourage FETs to train learners on MICT SETA accredited qualifications and facilitate the process where there is need Develop new qualification based on needs identified, e.g. management level 6 qualification Support experiential learning opportunities and provide more funding for employers to host learners in scarce skills occupations PIVOTAL and discretionary grants made available to support experiential learning opportunities
Programmes that produce competent and work-ready learners and graduates by 2016. Recruit an increased number of learners into programmes, increase graduate throughput and support their successful completion of these programmes. Learners recruited Unemployed graduates placed for experiential learning Opportunities for learning identified Work readiness programmes developed Curricula aligned to employer needs Number of learners recruited Number of unemployed graduates on experiential learning Number of opportunities for learning identified Number of learners partaking in work readiness programmes Number of collaborations between providers and employers around curriculum Employability of learners and graduates Extent of experiential learning Extent to which industry needs are met by curricula Unemployed graduates identified and placed for experiential learning opportunities in scarce skills occupations Workplace training and experience placement opportunities identified in each sub-sector including work integrated learning opportunities for public FET and HET graduates Work-readiness programmes for new entrants into the sector Facilitation of increased collaboration between industry and HET institutions, to align curricula to industry needs Partnerships with government departments, owned Identify opportunities and unemployed youth from rural areas requiring experiential learning in government IT departments
Capacity for open source programs in occupational qualifications that lead to employment opportunities. vendor specific training programmes that address scarce skills to the NQF Build capacity for open source training amongst public and private providers Partnerships established with education and training providers Work with public FET and HET institutions to ensure that they provide training in technology and computer skills so that all learners graduate being computer literate Engagements with public FETs and HETs conducted PPPs encouraged and establishment supported Providers supported with accreditation Workplace exposure for FET lecturers facilitated within the MICT sector Number of public FETs and HETs offering meaningful ICT training Number of PPPs formed Number of providers supported with accreditation Number of FET lecturers gaining workplace exposure Quality of ICT training offered Success and improvement in provision as a result of PPPs Extent of coverage of MICT programmes by providers Quality of teaching and facilitation by FET lecturers Encourage public private partnerships between established and specialised private education and training providers and public FET colleges in areas Capacity for FET Colleges, private providers and employers to deliver on MICT programmes Facilitate workplace exposure for FET college lecturers
Education and training providers offering programmes relevant to the MICT sector supported Provide sufficient support to public and private education and training providers to offer quality programmes that address scarce and critical skills in the sector Private and public providers of education and training supported Entrepreneurship curriculum developed Partnerships formed between FETs and private providers FETs supported to facilitate accredited programmes Learners placed with employers for experiential learning Number of providers supported Number of partnerships formed Number of FET college lecturers supported Number of FETs offering accredited programmes Number of learners enrolled on accredited programmes through FET colleges Throughput of FET colleges supported Improvement in training on scarce and critical skills Quality of learning provided in supported FETs Efficiency of training conducted Work with the DBE, HETs and FETs to support the development of curriculum on entrepreneurship in the education and training system Support to FET institutions through Train-the-Trainer programmes so that lecturers are able to facilitate and assess accredited programmes Encourage formal educational institutions and training providers to include strong workplace experience components into educational institution qualifications. Encourage institutions of learning to achieve a sufficient balance of technical / theoretical knowledge with practical application to ensure readiness for technical roles in the MICT Sector
Employers are supported to ensure that their workplaces are conducive to learning Develop and maintain a database of skilled, knowledgeable candidates in the MICT sector who are able to provide mentoring and coaching to young graduates Database of mentors and coaches developed Mentoring training provided Barriers for learning in the workplace identified Number of mentors and coaches identified and listed Number of new mentors and coaches trained Quality of mentorship and coaching taking place Efficiency of coaching and mentoring in the workplace Extent of removal of learning barriers Provide mentoring training for employers engaged in experiential learning Strategic Outcome Oriented Goal 5: Increased alignment with national developmental imperatives and the development of SMMEs, Unions, Co-ops and NGOs within the MICT sector. SMMEs, Unions and organisations’ skills needs are identified and addressed through relevant programmes and partnership funding Strategic Integrated Projects supported through skills development Identify skills needs of the Square Kilometre Array project (SIP 16) and work with the Department of Science and Technology and other partners in support of the development of such scarce skills 16 15 ICT 14 Research the skills development implications of providing 100% broadband coverage (SIP 15) to all households in South Africa by 2020 and work with Broadband Infraco and other stakeholders to ensure sufficient planning and delivery of skills
Analyse the implications for infrastructure development for higher education (SIP 14), especially around expanded ICT connectivity and support efforts to develop requisite skills Training and support for SMEs, Unions and NGOs on their skills development needs Increase rural presence and development of existing small businesses in the MICT sector through incubation and business development programmes Existing small businesses in the sector provided with skills development support Small businesses in rural areas supported Access to developmental agencies by small businesses facilitated Process improvement interventions facilitated Number of small businesses supported % of small businesses from rural areas Number of targeted referrals to developmental agencies Number of referrals to Productivity SA Sustainability and improvement of businesses supported Process efficiencies of businesses supported Facilitate access for SMMEs to development programmes offered by government agencies like SEDA, SEFA, NEF and the IDC Engage with Productivity SA to support businesses in the MICT sector with process improvement so that this coupled with skills development interventions enable their growth and creation of employment New ventures supported within the MICT sector Work with incubators such as Bandwidth Barn, SmartXchange, the Innovation Hub, and JCSE to develop
and their impact measured by 2016 partnerships with various incubators New Venture Creation programmes upgraded ISOEs developed across the sector Co-ops in the sector supported to enable growth Impact studies conducted on programmes supported Number of learners enrolled on upgraded NVC programmes Number of developed Number of Co-ops supported Number and frequency of impact studies conducted the incubated businesses Success and sustainability of businesses as a result of NVC Quality of output of ISOEs Impact of programmes on the sector understood Conduct impact evaluations on programmes supported Regional economic development supported Conduct research and identify areas requiring MICT related skills development interventions in all provincial growth and development strategies and work with the provincial governments to support programmes in MICT related growth areas Research conducted in regions to identify need areas Need areas identified through research Skills development information shared with skills provincial and local forums Number of research reports produced Number of provincial and local skills development forums attended The extent to which information shared was useful for the regional stakeholders Provide information to the provincial governments and skills development fora on skills