ETDP SETA CAREER GUIDE - The Institute of People Development

ETDP SETA CAREER GUIDE 

A Guide to Career Opportunities 

in the Education, Training 

and Development Sector 

2006/07

© Copyright 

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printing or duplicating files for use within their own organisations for purposes of advising learners. Inquiries concerning other reproduction and rights should 

be directed to the ETDP SETA (see address below). The content has been produced with the assistance of the Institute of People Development. However 

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The ETDP SETA and material developers have compiled the content in good faith and tried to ensure that all content is accurate and does not breach any 

entity’s rights at the time of its inclusion. However, the content may contain unintentional errors and is provided 'as is'. 

Published by ETDP SETA 

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Curatio Building 

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Telephone: (011) 628 5000 

Facsimile: (011) 482 6419 

E-mail: enquiries@etdpseta.org.za 

Web site: www.etdpseta.org.za 

TOLL FREE NUMBER: 0800 ETDP 73 

A Guide to Career Opportunities in the Education, Training and Development Sector

Contents 

1. Introduction 1 

1.1. What is the purpose of this guide? 1 

1.2. Who is it for? 1 

1.3. What is in the guide? 1 

2. Definitions and Acronyms 2 

2.1. Definitions 2 

2.2. Acronyms 3 

3. ETD Sector 4 

3.1. What is the ETD sector? 4 

3.2. Where are ETD practitioners employed? 4 

3.3. What knowledge and skills are required to be an ETD practitioner? 5 

3.4. What do ETD practitioners do? 6 

3.5. What are typical career paths in the ETD sector? 6 

4. Learning Opportunities in the ETD Sector 8 

4.1. What are the ETD Qualifications on the NQF? 8 

4.2. Who are the Training Providers? 9 

4.3. What is a learnership? 9 

4.4. Why were learnerships introduced? 9 

4.5. Who is involved in learnerships? 9 

4.6. What are the benefits of learnerships? 10 

4.7. How to get involved in learnerships? 10 

5. Scarce Skills in the ETD Sector 11 

5.1. What are scarce skills? 11 

5.2. What skills are scarce in the ETD sector nationally? 11 

5.3. What skills are scarce in the ETD sector by province? 12 

5.4. What skills are scarce in the ETD sector by ETD constituency? 16 

6. Critical Skills in the ETD Sector 24 

6.1. What are critical skills? 24 

6.2. What skills are critical in the ETD sector nationally? 25 

6.3. What skills are critical in the ETD sector by province? 25 

6.4. What skills are critical in the ETD sector by constituency? 28 

7. List of ETDP SETA Learnerships to Address Scarce and Critical Skills in 

the ETD Sector 33 

8. Conclusion 34 

8.1 How can you use this guide if you are a learner? 34 

8.2 How can you use this guide if you are a provider? 34 

8.3 How can you use this guide if you are a skills development facilitator working 

at a public, private or development sector organisation? 34 

A Guide to Career Opportunities in the Education, Training and Development Sector

1. Introduction 

1.1. What is the purpose of this guide? 

This guide aims to: 

- Promote a greater awareness of career opportunities in the ETD sector amongst 

prospective learners, 

- Provide a resource that Skills Development Facilitators (SDF’s), Career Guide 

Councillors, or Education Specialists can use to disseminate information on scarce 

and critical skills in the ETD sector, and 

- Provide a list of scarce and critical skills nationally, provincially and by constituency 

in the ETD. 

1.2. Who is it for? 

This guide has been specifically written for those who wish to know more about the 

career opportunities in the ETD sector for either individual or information sharing 

benefits, i.e. 

- Career counsellors 

- Unemployed people 

- Learners 

- Employees 

- Employers 

- Shop stewards 

- Government (provincial/national/local) 

- Service providers 

- Skills development facilitators 

- Sector specialists 

1.3. What is in the guide? 

This guide is designed to help people understand the learning and career path 

opportunities in the ETD sector. The guide therefore includes: 

- An overview of the ETD sector 

- Learning opportunities in the ETD sector 

- Scarce skills in the ETD sector 

- Critical skills in the ETD sector 

- Available qualifications and learnerships in the ETD sector 

A Guide to Career Opportunities in the Education, Training and Development Sector 1

2. Definitions and Acronyms 

2.1. Definitions 

Accreditation 

The process by which an authority gives formal recognition to an organisation. This 

recognition acknowledges that the organisation is competent to provide the learning 

for which it is accredited, in accordance with the regulations, criteria and guidelines 

of SAQA and the ETQA. 

Assessment 

The process of evaluating evidence to measure whether a learner has the competence 

described in NQF unit standards and qualifications, as a basis for awarding the unit 

standard or qualification. 

Critical skills 

Skills gaps within an organisation. This refers to the kinds of skills which an organisation 

needs, but which even some of the qualified people do not have. 

Scarce skills 

Skills shortages, in other words a shortage of people who hold the qualifications or 

experience required in particular occupations. 

Learner 

Someone who is studying toward earning a qualification or unit standard. In the case 

of learnerships, the learner is also party to a learnership agreement with one or more 

employers and one or more providers. 

Learnership 

A program of learning that consists of a structured learning component as well as 

practical on the job learning. Learnerships result in a full qualification, in other words 

they are not offered against individual unit standards. 

Qualification 

A qualification is a planned combination of learning outcomes that have a defined 

purpose or purposes, for example a Higher Diploma in Education. 

Provider 

Any organisation which provides education or training, such as schools, universities, 

colleges, universities of technology, universities, workplace training centres, private 

learning providers, and workplaces. 

Employer 

An organisation or individual that employs a learner during or after learning. In the 

case of learnerships, an employer has specific responsibilities for ensuring that 

learning that is happening on the job is integrated with the structured learning. 


2.2. Acronyms 

ABET - Adult Basic Education and Training 

ETDP - Education, Training and Development Practices 

ETQA - Education and Training Quality Assurer 

FET - Further Education and Training 

GET - General Education and Training 

HET - Higher Education and Training 

NQF - National Qualifications Framework 

NSA - National Skills Authority 

SAQA - South African Qualifications Authority 

SDF - Skills Development Facilitator 

SETA - Sector Education and Training Authority 

SSP - Sector Skills Plan 


3.1. What is the ETD sector? 

3. What is the Education, 

Training and Development 

(ETD) sector all about? 

It is a sector that deals with education, training and development practices in formal 

and informal public and private institutions, organisations, committees, professional 

bodies, etc. and across all ages of human development. 

The Education, Training and Development Practices Sector Education and Training 

Authority (ETDP SETA) was established in March 2000 and re-established in 2004 

to promote and facilitate the delivery of education, training and development sector 

initiatives in order to enhance the skills profile of the ETD sector. It advocates high 

quality life-long learning, is committed to the alleviation of unemployment and assists 

the ETD sector in contributing positively to the economy of South Africa. This is in 

line with Accelerated Shared Growth Initiative for South Africa (ASGISA) and Joint 

Initiative for Priority Skills Acquisition (JIPSA). 

The ETDP SETA has two Chambers, viz. a Budget Chamber and a Levy Chamber. 

The former includes government departments (defined by the legislative framework) 

where provision for skills development is through the allocation of 1% of payroll. The 

government departments support their line SETA through the allocation of 10% (of 

the 1%) of the skills development budget allocated to the administration of the SETA, 

and therefore do not actually participate in the levy/grant system. In the case of the 

ETDP SETA, the Department of Education (DoE), through its national office and nine 

provincial departments as well as all public early childhood development centres, 

public schools (primary, secondary and combined schools), public FET colleges and 

public ABET centres are members of the Budget Chamber. 

All members of the Levy Chamber are part of the levy/ grant system, i.e. they pay 

the skills development levy. This chamber is made up of the following 11 constituencies, 

making it a diverse and intricate sector to understand and service: ECD, public FET 

– council as employers, public HEIs, public schools governing body (SGB) employees, 

independent schools, libraries and archives, research organisations, political parties 

as employers, trade unions as employers, and NGOs & CBOs. 

3.2. Where are ETD Practitioners employed? 

There are approximately 56 754 employers in the ETD sector. Together, these employ 

an estimated 656 068 people, which amounts to 6% of South Africa’s employed 

people. 

The various categories of employers are shown in Diagram One (overleaf). The 

biggest employer in the sector is the Department of Education, and the biggest 

category of employees is teachers. 

It is useful to divide the various employers into three main sub-categories, as shown 

in Diagram One (overleaf). 

This categorisation is useful for several reasons: 

- ETD practitioners find it easier to move from one employer in any category to 

another employer in the same category. For example, school teachers find it easier 

to move from one school to another than from a school to a workplace (and vice 

versa). 

- The types of knowledge and skill required to be a competent ETD practitioner in 

different environments differ. (See point 3.3 overleaf). 


Diagram One: Types of employers in the ETD Sector 

Diagram One: 

Where ETD Practitioners are Employed 

Specialised ETD Institutions, eg. 

Schools, universities, FET colleges, 

industry training colleges, 

regional training centres, 

private training providers, etc. 

Public and Private Sector 

Workplaces, eg. 

Commercial and industrial workplaces, 

central provincial and 

local government workplaces, 

hospitals, etc. 

Civil Society Organisations eg. 

Churches, cultural organisations, 

political organisations, trade unions, 

community-based organisations, NGOs, etc. 

The different categories of employers share common features in relation to ETD 

practice – in other words, how practitioners teach, assess, manage, etc. Specialised 

ETD institutions have education and training as their core business, and the curriculum 

tends to be organised around the knowledge and skill to be learned. Workplaces 

and civil society have education and training as a support activity, and the curriculum 

tends to be organised around supporting production or service delivery or the projects 

in which they are embedded. 

3.3. What types of knowledge and skills are required to be an ETD Practitioner? 

The types of knowledge and skills required to be an ETD practitioner in different 

environments differ considerably. The ETD Practices Project suggested the following 

classification: 

- Subject-matter expertise (or what is being taught). This includes subject matter 

such as mathematics or science in schools and universities; in industry workplaces 

it includes welding or cash-registers. In essence, nobody can effectively teach 

something that they themselves do not understand. Programs that train school 

educators normally include subject-matter training, while workplace practitioners 

normally develop their subject-matter expertise before starting to learn about ETD. 

- Contextual understanding (or an understanding of where and who is being taught 

as well as why). For example, teaching adults is different to teaching young children. 

Similarly, the purpose of general education is formative development of the whole 

person, while workplace training aims to teach specific job-skills. Programs which 

help people to become an ETD practitioner therefore include a focus on the specifics 

of who, where and why in the schooling sector. 

- ETD expertise (or how to teach). This may include how to teach, how to design 

learning programs and materials, how to administer or manage them, how to 

evaluate them, etc. In the case of schooling, programs normally cover all the above 

during a single course of study. In the case of workplace training, programs more 

often deal with each of these separately. 


3.4. What do ETD Practitioners do? 

What ETD practitioners do may be described in terms of a set of roles: 

- identifying learning needs 

- designing learning programs 

- developing learning materials 

- teaching or training (i.e. helping groups to learn) 

- coaching and mentoring (i.e. helping individuals to learn) 

- assessing learning 

- managing learning organisations or programs 

- evaluating learning programs 

- providing administrative support to learning programs and organisations 

These roles are shown in Diagram Two: 

Diagram Two: What ETD Practitioners do. 

Diagram Two: 

What ETD Practitioners DO 

Manage 

Market 

Identify 

Needs 

Administer 

Assess / 

Evaluate 

Design Programs / 

Develop Materials 

Guide and 

Counsel 

etc. 

Teach / Train / 

Coach / Mentor 

Some support roles 

The main ETD roles in helping people to learn 

3.5. What are typical career paths in the ETD sector? 

The typical career progression in the ETD professions is normally as outlined in 

Diagram Three (overleaf). Note that this diagram is typical of most sub-sectors in 

the ETD field, but is not typical of others (for example research organisations or 

libraries). 


Diagram Three: Typical career paths in the ETD sector. 

Diagram Three: 

Typical Career Paths in the ETD Sector 

Manager (eg. school principal, CEO of training company, or 

HR manager in a workplace) 

Program 

Designer 

Specialist 

Assessor 

Teaching other 

subjects or areas 

Subject-matter 

specialist 

Teacher or Trainer 

General all-Inclusive 

program of study 

(eg. school teachers) 

Workplace experience 

or training, followed by 

short ETD courses 

(eg. workplace trainers) 

Voluntary involvement, 

followed by short 

courses leading to 

employment (civil society) 


4. Learning opportunities 

in the ETD sector 

4.1. What are the ETD Qualifications on the National Qualifications Framework? 

The learning opportunities for the ETD sector lie mainly in the HET sector, as shown 

in Table 4.1 below. Individuals who meet the requirements of the different providers 

may undertake one of the many qualifications available. However, the scarce skills 

detailed in section 5 are particularly recommended since there are more employment 

opportunities for such skills. (This does not mean that there are no employment 

opportunities for other skills, only that the greatest demand is for the scarce skills). 

Also, many providers offer programs that address the critical skills, and it is particularly 

recommended to skills development facilitators that they include a focus on critical 

skills for existing employees. 

Table 4.1: Registered NQF Qualifications in the ETD Sector. 

NQF 

Level 

8 Higher 

Education 

and 

Training 

(HET) 

NQF 

Band Qualification Type Providers 

7 - Masters 

- Degrees 

6 

- Post-Doctoral research degrees 

- Doctorates 

5 - Professional Diploma in 

Education Level 5 

- National Diploma in OD ETD 

Practice Level 5 

- National Certificate in OD ETD 


- National Diploma in Environmental 

Education Practice Level 5 

- National Certificate in Environmental ETD 


- National Diploma in Early Childhood 

Development Level 5 

- Higher Certificate in Early Childhood 

Development Level 5 

- Higher Education and Training 

Certificate: Development 


4 Further 

Education 

and 

Training 

(FET) 





- National Certificate in Environmental 

ETD Practice Level 4 

- National Certificate in Early 

Childhood Development Level 4 

- Further Education and Training 

Certificate: Development Practice: Level 4 

- Universities 


of Technology 





- Private Training 

Providers 





Providers 

- FET Colleges 


Providers 

- Workplace 

Training 

Providers 

- Nongovernmental 

organisations 


3 

2 

1 General 

Education 

and 

Training 

(GET) 

- Basic Certificate in Early Childhood 

Development: Level 1 

- General Education and Training 

Certificate: Development Practice: 

Level 1 

- Schools 

- Private 

Training 

Providers 

- Nongovernmental 

organisations 

4.2. Who are the training providers in the ETD Sector? 

New providers are regularly accredited to offer various ETD qualifications. Also, 

existing providers sometimes extend their accreditation to include new programs. 

For this reason, it is recommended that you consult the ETDP SETA website for a 

full list of which providers are accredited, and what they are accredited to offer. 

4.3. What is a learnership? 

A learnership is a work-based route to a qualification. The learning therefore includes 

structured practical work experience as well as structured theory learning. Learnerships 

are based on the apprenticeship model, but differ from apprenticeships since they 

are based on the work experience, not on how long the learner spends working. 

There are clear outcomes as to what the learner must achieve. Learnerships are not 

only offered in technical areas, but can be offered against many different types of 

qualifications including ETD qualifications. 

4.4. Why were learnerships introduced? 

Learnerships were introduced because much of the education and training provided 

to prepare people for the workplace did not link the theory to practical experience, 

or in some cases provided no practical experience. Learnerships put practical 

experience at the core of the learning, and provide clear links between the theory 

and the practice. 

For someone who is not employed and introduced to a potential employer who can 

offer them work experience, learnerships provide a way for these unemployed people 

to enter the job market. Also, for people who are already employed, learnerships offer 

a way of embarking on a structured learning program without having to give up their 

job. 

4.5. Who is involved in learnerships? 

A learnership involves three main parties: 

- the learner, 

- the training provider, 

- the employer. 

These three parties sign an agreement before starting which outlines the rights and 

responsibilities of each party. The agreement is lodged with the SETA, which assures 

the quality of the learnership program. Should there be any disputes as to whether 

one of the parties is fulfilling their responsibilities, appeal can be made to the SETA. 


4.6. What are the benefits of learnerships? 

For the learners, a learnership 

- provides a qualification that can be obtained in the workplace while earning a small 

allowance to pay for expenses 

- recognises existing skills and knowledge of existing employees if they have been 

working in the job without being qualified 

- provides learners with learning that is both practical and theoretical 

For the employers, a learnership 

- introduces them to potential employees who they themselves can train into the job 

- helps them to improve the competence of their existing employees 

4.7. How to get involved in a learnership? 

Each learnership has different entry requirements. Consult the ETDP SETA website 

list of learnerships to find out the entry requirements for learnerships you are interested 

in. Also, make sure to check with the provider and employer who are offering the 

learnership what their entry requirements are. 

Employers sign up learners for learnerships from within their organisations – in other 

words, from people who are already employed. Or they may look for learnerships 

from outside the organisation – keep watch for employers advertising learnerships. 

You may also apply to the ETDP SETA to be placed on a learnership. Consult the 

ETDP SETA website for application forms for various learnerships, or refer to 

Table 7.1 in Section 7 of this guide. 


5. Scarce skills in the ETD sector 

5.1. What are “scarce skills”? 

In this context, scarce skill means an occupation in which there are few or no qualified 

and experienced people currently or in the future to fill the occupation. Shortage of 

such people might be due to relative scarcity (i.e. suitable skilled people are available 

but do not meet other employment criteria such as geographic location, equity 

considerations and replacement demand), or absolute scarcity (i.e. there are few, if 

any, people in the country with the requisite skills; education and training providers 

have yet to develop learning programmes to meet the skills requirements; and there 

are no people enrolled or engaged in the process of acquiring the skills that need to 

be replaced) (DoL, 2005) 

5.2. What skills are scarce in the ETD sector nationally? 

Table 5.1 shows the national scarce skills list for ETDP and how many personnel in 

the top scarce skills occupations are anticipated over the next 5 years (i) at a 

company/organisation level and (ii) at a constituency level. 

Table 5.1 Scarce Skills in the ETD Sector Nationally by Priority by Occupation. 

No. Occupation 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

Additional personnel 

anticipated over the 

next 5 years in 

company or 

organisation. 




the country. 

Finance Managers 13 621 

School Teachers – Maths 46 2192 

Early Childhood (Pre-primary School) Teachers 5 1261 

School Teachers – Natural Sciences 48 2307 

School Teachers – Technology (includes ICT) 46 2202 

General Managers 5 1170 

Human Resource Managers 34 649 

Assessor 14 445 

Research and Development Managers 45 678 

Moderator 9 298 

Information and Communication Technology 8 238 

(ICT) Managers 

Accountant (General) 5 1058 

School Teachers – Languages 5 1819 

Primary School Teachers 68 4202 

Chief Executives and Managing Directors 122 242 

Facilitator 11 60 

Policy and Planning Managers 5 142 

Office Administrators 9 595 

Special Needs Teacher 223 1930 

School Teachers – Economic and 80 2674 

Management Sciences 


5.3. What skills are scarce in the ETD sector by province? 

Tables 5.2 - 5.10 show the provincial scarce skills results: how many personnel in 

the scarce skills occupations are anticipated over the next 5 years (i) at a company 

level, and (ii) at a constituency level. Where a cell is left blank, this indicates that no 

data was available. 

Table 5.2 Scarce Skills in the Eastern Cape by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 




company or 

organisation. 




the country. 






ICT Network and Support Professionals 14 375 

Quality Assurance Manager 2 8 






CEO and Managing Directors 3 22 


Table 5.3 Scarce Skills in the Free State by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 




company or 

organisation. 




the country. 








Legal Professionals 2 769 




Table 5.4 Scarce Skills in the Gauteng by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 




company or 

organisation. 




the country. 












Table 5.5 Scarce Skills in the KwaZulu-Natal by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 




company or 

organisation. 

Table 5.6 Scarce Skills in the Limpopo by Priority by Occupation. 




the country. 












1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 




company or 

organisation. 




the country. 









Curriculum Design 2 126 




Table 5.7 Scarce Skills in the Mpumalanga by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 




company or 

organisation. 

Table 5.8 Scarce Skills in the Northern Cape by Priority by Occupation. 




the country. 





Assessor 3 8 



Child Carers 1 - 




Secretary (General) 7 950 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 




company or 

organisation. 




the country. 





School Teachers – Economic and Management 3 500 

Sciences 








Table 5.9 Scarce Skills in the North West by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

Table 5.10 Scarce Skills in the Western Cape by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 




company or 

organisation. 









Skills Development Practitioner 3 195 







University Lecturer 28 500 




company or 

organisation. 




the country. 




the country. 







School Teachers – Economic and 5 25 




School Principals 1 525 


5.4. What skills are scarce in the ETD sector by constituency? 

Tables 5.11 - 5.22 show the constituency scarce skills results: how many personnel in 

the scarce skills occupations are anticipated over the next 5 years (i) at a company level 

and (ii) at a constituency level. Where no figure is given, there is insufficient data available. 

Table 5.11 Scarce skill in the Department of Education by Priority by Occupation 

(DoE). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 




company or 

organisation. 




the country. 










School Teachers – Economic & 1000 6519 



Educational Psychologists - 1406 



Psychologists 17 1601 


Data and System Administrators, and ICT 26 66 

Security Specialists 



Technical Teacher/Lecturer (FET) 60 46 


Table 5.12 Scarce skill in Early Childhood Development by Priority by Occupation 

(ECD). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 




company or 

organisation. 




the country. 


Child Carers 6 533 

Child Care Centre Managers 2 169 

Personal Carers and Assistants 4 – 

ECD Trainers 5 379 

ECD Practitioner 9 433 




Educational Aides 4 100 





Bookkeepers 14 73 


Generic Mentoring 2 182 

Monitoring and Evaluation 6 138 

School Teachers – Life Skills 5 176 


Table 5.13 Scarce skill in the Public Further Education and Training by Priority by 

Occupation (FET). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 




company or 

organisation. 




the country. 


Bricklayers and Carpenters and Joiners 677 550 

Technical Teacher / Lecturer (FET) 17 8417 

Automotive, Electricians and Mechanics 16 1867 



Human Resource Managers 2 -- 



Training and Development Professional 6 -- 

Accountant (General) 1 10 000 

Advertising, Marketing and Sales Managers 3 600 

Corporate (Administration and Business) 1 100 

Services Managers 

Electricians 6 350 

General Managers -- -- 

Generic Mentoring 17 150 

ICT and Telecommunications Technicians 6 1000 

Information and Communication Technology 4 -- 


Moderators 45 50 


Plumbers 10 300 


Table 5.14 Scarce skill in the Public Further Education and Education by Priority by 

Occupation (HET). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 




company or 

organisation. 




the country. 

University Lecturer 39 43 

Information and Communication Technology (ICT) 6 101 

Managers viz Information Systems manager 




Faculty Head 10 30 

Data and System Administrators, and ICT 11 77 

Security Specialists 

Training and Development Professional 20 224 


Research Lecturers 3 160 



ITC Project Managers 4 100 

Policy and Planning Managers 5 -- 


ICT Trainers -- 5 

Moderator 4 -- 

Registrar/ Councillor 35 253 

Table 5.15 Scarce skill in the Independent Schools by Priority by Occupation (IND). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 




company or 

organisation. 




the country. 



Bursar 1 20 



Primary School Teachers 4 – 

School Principals 8 – 

Head of Department 3 20 

Finance Managers 1 – 

School Teachers – Economic & 2 – 



Teachers of English to Speakers of 2 – 

Other Languages 


Sports Teacher 1 10 

School Teachers – Arts and Culture 1 – 

Middle / Intermediate School Teachers 6 100 

Private Music Teacher 1 – 

School Teachers – Social Sciences 2 – 


Table 5.16 Scarce skill in the Libraries and Archives by Priority by Occupation (LIB). 


1 

2 

3 

4 

5 

6 

7 




company or 

organisation. 




the country. 

Librarian 5 - 

Advertising, Marketing and Sales Managers 2 - 



ICT Network and Support Professionals 4 - 

Information and Organisation Professionals 4 - 

Secretary (General) 1 - 

Table 5.17 Scarce skill in the Non-governmental Organisations by Priority by 

Occupation (NGOs). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 




company or 

organisation. 




the country. 





Engineering Professional 1 794 


Small Business Office, Programme and 4 1140 

Project Managers 



Business and Systems Analysts and 3 157 

Programmers 



Secondary School Teachers 63 5892 

Middle/Intermediate School Teachers 35 1575 


Health and Welfare Support Workers 19 3544 




Table 5.18 Scarce skill in the Political Parties as employers by Priority by 

Occupation (PP). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 




company or 

organisation. 








ABET Lecturers (Practitioners) 10 50 



Company Secretary 1 34 

Contract, Programme and Project Managers 3 1 


Economists 9 15 

Engineering -- -- 

External Auditor 3 1 



ICT Managers 1 -- 

Information and Organisation Professionals 2000 10000 

Intelligence Officer 2 1 

Table 5.19 Scarce skill in the Private Providers of Education by Priority by 

Occupation (PPR). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 




company or 

organisation. 




the country. 




the country. 









Workplace Assessor 7 1000 

Workplace Trainer 9 1100 








Marketing Specialist 6 119 

Technical Teacher/Trainer 4 275 


Table 5.20 Scarce skill in the Research Organisations by Priority by Occupation 

(RES). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 




company or 

organisation. 




the country. 

Mechanical Engineering Trade Workers 8 550 


Biometricians 15 100 

Corporate (Administration & Business) 3 – 

Services Managers 

Engineering Professional 5 – 

Information and Communication Technology (ICT) 2 – 


Medical Practitioners 11 1000 

Research Engineer -- – 

Specialised Biotechnologists 5 100 

Actuary, Mathematicians and Statisticians 1 -- 

Actuarial Analysis 3 -- 

Agricultural, Medical and Science Technicians 5 100 

Agronomist 5 100 

Business and Systems Analysts and -- -- 

Programmers 

Chief Executives and Managing Directors 6 -- 

Child Development Researchers 2 -- 

Crop Modellers 5 100 

Table 5.21 Scarce skill in the School Governing Bodies by Priority by Occupation 

(SGB). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 




company or 

organisation. 




the country. 







Handyman 3 972 


School Teachers – Economic & 2 534 


Secondary School Teachers 5 8901 



School Teachers – Technical 2 51 

School Teachers – Arts and Culture 2 -- 


Librarian 1 3602 

School Teachers – Life skills 8 551 



Table 5.22 Scarce skill in the Trade Unions as employers by Priority by Occupation 

(TRU). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 




company or 

organisation. 




the country. 






ICT Trainers 20 45 




External Auditor 2 413 

Recruitment / Employment Consultant / Officer 40 – 


Human Resource Adviser (Manager) 4 177 



Legal Officer 5 46 

Taxation Accountant 17 33 



6. Critical skills in the ETD sector 

6.1. What are critical skills? 

Critical skill is a skill required within an occupation to ‘top-up’ performance. These 

can be generic or specific. Key or generic skills, in SAQA-NQF terminology, would 

include critical cross-field outcomes such as cognitive skills like problem solving, 

learning to learn, language and literacy, mathematics, ICT and working in teams. And 

particular occupationally specific “top-up” skills required for performance within an 

occupation might include, for example, use of a smart board to teach graphs in 

science within science educator occupation (DoL, 2005). 

Examples of critical skills required for different occupations: 

The main critical skills in the ETD Sector were identified through an extensive 

ETDPSETA research project which included extensive feedback from 1105 ETD 

organisations. The Comprehensive Report on Scarce and Critical Skills found 

the following main critical skills shortages across the sector: 

One surprising result, given the widespread concern about the mathematics and 

science deficit in the country, is the fact that mathematical skills are not listed as 

requiring generic ‘top-up’ skills. However, numbers are too small to place any 

weight on this result. 

In order of priority, Office Administrators require further training in computer skills 

(70.7%), followed by problem solving skills (61.5%), then communication (28.8%), 

interpersonal communication skills (22.9%) and time-management skills (21.5%). 

ECD (pre-primary school) teachers require training on communication skills 

(48.6%), computer skills (42%), problem solving skills (40.6%), language skills 

(37.7%) and time-management skills (23.2%). 

In the case of the occupation of secretary (general), the following training 

requirements are listed: computer skills (61.5%), problem-solving (51.9%), 

communication (31.9%), interpersonal communication skills (31.1%), timemanagement 

skills (23.7%) and language skills (20%). 

The skill type listed as top for Chief Executives and Managing directors is ‘problem 

solving’ (71.1%), followed by critical thinking (42.2%), interpersonal communication 

skills (39.8%), time management (33.7%), communication skills (27.7%), computer 

skills (22.9%) and language skills (20.5%). 

Primary School teachers require the greatest development in computer skills 

(81.3%), followed by problem solving (46.3%), communication (45%), time 

management (40%), language (37.5%), interpersonal communication (27.5%) 

and critical thinking (20%). 

Occupation 

Problem 

solving 

skills 

Critical 

thinking 

skills 

Time 

management 

skills 

Inter 

personal 

communication 

skills 

Language 

skills 

Communication 

skills 

Computer 

skills 

Office Administrators 61.5% 21.5% 22.9% 28.8% 70.7% 

Early Childhood 40.6% 23.2% 37.7% 48.6% 42.0% 

(Pre-primary School) 

Teachers 

Secretary (General) 51.9% 23.7% 31.1% 20.0% 31.9% 61.5% 

Chief Executives and 71.1% 42.2% 33.7% 39.8% 20.5% 27.7% 22.9% 

Managing Directors 

Primary School 46.3% 20.0% 40.0% 27.5% 37.5% 45.0% 81.3% 

Teachers 

Note that the percentages refer to the percentage of organisations who listed these skills 

as critical skills shortages. Also note that this is not a comprehensive list of all the critical 

skills; only those which a large number of organisations said were critical skills. 


The fact that a particular critical skill is listed here does not necessarily mean that this is 

in fact a critical skill for a particular learning program, or within a particular employer. The 

list is offered here to guide employers and providers as to what they should pay attention 

to; but a careful analysis is required within each context. 

6.2. What skills are critical in the ETD sector nationally? 

Results are based on the responses of a sample of 1105 organisations that participated 

in a national research study of the ETD sector. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

Office Administrators 

Secretary (General) 

Early Childhood (Pre-primary School) Teachers 

Chief Executives and Managing Directors 

School Principals 

Head of Department 

Primary School Teachers 

General Managers 

Secondary School Teachers 

Finance Managers 

Handyman 

Facilitator 

Information and Communication Technology (ICT) 


Receptionists (General) 

Human Resource Managers 

School Teachers – Technology (includes ICT) 

Faculty Head 

Assessor 

General Clerks 

Advertising, Marketing and Sales Managers 

Personal Assistants 

Policy and Planning Managers 

Technical Teacher/Trainer 

6.3. What skills are critical in the ETD sector by province? 

Table 6.1 Critical Skills in Eastern Cape by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 






Facilitator 


Faculty Head 


Information and Communication Technology (ICT) 



School Principles 


Table 6.2 Critical Skills in Free State by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 




Handyman 



ECD Trainers 


Faculty Head 

Information and Communication Technology (ICT) Managers 


Electricians 


Plumbers 

Cleaners and Laundry Workers 

Secondary School teachers 

Research and Development Managers 

Table 6.3 Critical Skills in Gauteng by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 









ABET Lecturers (Practitioners) 



University Lecturer 

Table 6.4 Critical Skills in KwaZulu-Natal by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 









School Teachers – Languages 


Training and Development Professional 


Table 6.5 Critical Skills in Limpopo by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 




Facilitator 


Handyman 






Early Childhood (Pre-Primary School) Teachers 



Principals and Rectors 


School Teachers – Life Skills 

School Teachers – Technology (Includes ICT) 


Technical Teacher/Trainer 


University Tutor 

Table 6.6 Critical Skills in Mpumalanga by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 







Facilitator 




Table 6.7 Critical Skills in Northern Cape by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 





Departmental Head: Teacher 

District Education Manager 




Chef 

A Guide to Career Opportunities in the Education, Training and Development Sector 

27

Table 6.8 Critical Skills in North West by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 





Information and Communication Technology (ICT) Managers viz Information Systems manager 




Handyman 


Internal Auditor 

Quality Assurance Manager 


Technical teacher/Lecturer (FET) 

Table 6.9 Critical Skills in Western Cape by Priority by Occupation. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 




Handyman 




Facilitator 


Assessor 


Middle/Intermediate School Teachers 


6.4. What skills are critical in the ETD sector by constituency? 

Table 6.10 Critical Skills in Department of Education by Priority by Occupation (DoE). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 




Departmental Head: Teacher 

Faculty Head 








Table 6.11 Critical Skills in Early Childhood Development by Priority by Occupation (ECD). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 



Child Carers 

Handyman 


ECD Trainers 

Child Care Centre Managers 

ECD Practitioner 

Food Preparation Assistants 

Personal Carers and Assistants 

Table 6.12 Critical Skills in Public Further Education and Training by Priority by 

Occupation (FET). 


1 

2 

3 

4 

5 

6 

7 

8 

Project Managers 



Estate Manager 




Sales Representatives 

Table 6.13 Critical Skills in Public Higher Education by Priority by Occupation (HEI). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 



Faculty Head 






Plumbers 



Table 6.14 Critical Skills in Independent Schools by Priority by Occupation (IND). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 



School Principals7 





School Teachers – Maths 

School Teachers – Natural Sciences 

Bursar 

Child Care Centre Managers 


Middle/Intermediate School Teachers 




Special Needs Project 

Table 6.15 Critical Skills in Libraries and Archives by Priority by Occupation (LIB). 


1 

2 



Table 6.16 Critical Skills in Non-govermental Organisations & Community-based 

Organisations in ETDP Sector by Priority by Occupation (NGOs & CBOs). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

Facilitator 


Small Business Office, Programme and Project Managers 





Assessor 

Middle / Intermediate School Teachers 

Table 6.17 Critical Skills in Political Parties as employers by Priority by Occupation 

(PP). 


1 

2 

3 

4 

5 


Planner 

Political Analyst 




Table 6.18 Critical Skills in Private Providers of Education by Priority by Occupation 

(PPR). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 





Technical Teacher / Trainer 

Facilitator 

Technical Teacher/Lecturer (FET) 


Assessor 

Marketing Specialist 

Workplace Trainer 

Table 6.19 Critical Skills in Research Organisations by Priority by Occupation (RES). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Agricultural, Medical and Science Technicians 

Art Professionals 

Corporate (Administration & Business) Services Managers 

Electronic and Telecommunication Trade Workers 


Health Economist 

Human Resource Adviser (Manager) 



Information and Organisation Professionals 

Table 6.20 Critical Skills in School Governing Bodies by Priority by Occupation 

(SGBs). 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 



Handyman 



School Teachers – Languages 




School Teachers – Maths 


Special Needs 


Table 6.21 Critical Skills in Trade Unions as Employers by Priority by Occupations 

(TRU). 


1 

2 

3 

4 

5 

6 

7 

8 




Executive President 


Labour Consultant 


Taxation Accountant 


7. List of ETDP SETA Learnerships 

The ETDP SETA website has further detailed information on all learnerships available 

in the sector. Learnerships being sponsored by the SETA include the following: 

Table 7.1: List of ETDP SETA learnerships 

No. Leadership Title Purpose of Leadership 

1 

2 

3 

4 

5 

6 

Level 6 Educators in Schooling 

Qualification 

(07 Q 070013 00 480 6) 

National Professional Diploma 

in Education Level 5 

(07 Q 070012 00 240 5) 

Occupation-Directed ETD Level 5 

(07 Q 070003 15 133 5) 

ABET Practitioner Level 4 

(07 Q 070004 12 120 4) 

Early Childhood Developers 

Level 5 

(07 Q 070017 21 240 5) 

and Level 4 

(07 Q 070016 22 120 4) 

Administration and Finance 

Learnership Level 3 

(07 Q 070021 31 143 3) 

To facilitate the training of new teachers for 

the schooling system. 

To address the skills needs for the under 

qualified teachers in the schooling system. 

The Occupationally Directed Education 

Training and Development Practice Level 5 

prepares learners to become facilitators 

within their specific occupations in their 

workplace. These learnerships are aimed at: 

trainers in occupationally directed 

programmes, unqualified lecturers in FET 

Institutions, NGOs; and provider trainers, 

trainers in organisations such as Trade 

Unions and political parties. 

Many trainers are qualified in their area of 

expertise, but have no teaching qualification. 

These programmes address that gap. 

To ensure that there is sustainable 

development and a significant improvement 

in organisations and communities within 

which qualified ABET workers and 

practitioners are operating. 

Focussed on ECD practitioners Focussed 

on ECD practitioners responsible for children 

up to reception year. These are mainly 

employed, or “under-employed”. Some 

previously unemployed will be selected. 

The L5 learnership Train the Trainer 

programme is aimed at ECD provider 

organisations carrying out training of ECD 

levels 1 and 4 practitioners. 

The purpose of the Administration and 

Finance Learnership is to prepare and equip 

both employed and unemployed learners to 

become competent in the Administration and 

Finance related functions within the ETD 

Sector. The Learnership is also available to 

people with financial qualifications but 

without an Administration qualification. 


8. Conclusion 

8.1 How can you use this guide if you are a learner? 

If you are a learner: 

- Use the guide to develop an understanding of the ETD field, as a basis for planning 

a career and selecting a program of study. 

- Consider a career in any of the scarce skills – these are occupations in which you 

are more likely to find employment. 

- When selecting a provider, ask them to explain how their programs address the 

critical skills required in the occupation. 

8.2 How can you use this guide if you are a provider? 

If you are a provider: 

- The list of scarce skills represents market opportunities. Particularly focus your 

efforts on these. 

- The list of critical skills can be used to evaluate your current programs, to see 

whether they address these skills adequately. You may also wish to explore offering 

“top-up” programs in areas listed under the critical skills. 

- You may wish to use this guide for advising learners on career planning in the ETD 

sector. 

8.3 How can you use this guide if you are a skills development facilitator 

working at a public, private or development sector organisation? 

When developing your workplace skills plan, you may find it useful to 

- Undertake a careful analysis of the critical skills required by your organisation. The 

list of critical skills listed for the sector may be useful in this. 

- Especially plan ahead for the scarce skills categories. 

- You may also find it useful to use this guide in advising current and future employees 

as to the career opportunities within the ETD sector.

ETDP SETA CAREER GUIDE - The Institute of People Development

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