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AUGUST 2014
EXECUTIVE SUMMARY
EOH is a South African learning solutions provider with specialist skills in
linking educational outcomes to labour market requirements, which is also a key
strategic priority of the South African government. Awareness of the link between
employability, economic growth and poverty reduction has become increasingly
explicit in government policy since 1994. EOH is leading an employer driven
campaign in South Africa to create work opportunities for disadvantaged youth the EOH Youth Job Creation Initiative.
The Rockefeller Foundation is a US based non-profit organisation that seeks to
promote the well-being of people throughout the world. Digital Jobs Africa is one
of several of their programmes aiming to build resilience and promote growth
with equity. A key feature of the programme is linking learners to employment
opportunities in information and communications technology (ICT).
Due to EOHs capabilities in both skills development, youth empowerment and
ICT services, Rockefeller Foundation engaged them in a 12 month project in
support of Digital Jobs Africa, to achieve the following objective:
This project commenced on 1 March 2014 and will conclude on 30 April 2015.
The Foundation requires interim narrative and financial reports by September
2014. The primary purpose of these reports is to enable the early identification
of problems so that corrective action can be taken. What follows is the interim
narrative report detailing progress to date against the objectives.
EOH is currently on track to achieving all of the deliverables agreed to in its
Service Level Agreement as will be communicated in this report.
However since the project is only half-way through implementation, it is too early
to report on substantial impact. The report will therefore focus on achievements
to date such as the design, content and methodology of the work readiness
programme, the identification and selection of learning sites and learners,
and progress to date as far as that can be measured, both quantitatively and
qualitatively. The second half of the report offers interviews with a sample of the
beneficiaries of the work readiness initiative to provide a window into the lifestories and implementation context, and potential impact of the programme.
ExEcutivE Summary
EXECUTIVE SUMMARY
BACKGROUND
IDENTIFYING SOLUTIONS
THE INITIATIVE
10
11
11
THE GRANT
11
12
14
14
15
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PROGRESS TO DATE
16
OVERVIEW
16
16
16
16
17
INTERVIEWS
19
LEARNERS
19
34
CONTACTS
37
BIBLIOGRAPHY
37
APPENDICES
38
TABLE OF CONTENTS
BACKGROUND
DEFINITION OF THE PROBLEM AND
THE OPPORTUNITY
Global inequality has reached levels which threaten the
stability of current economic and social structures. The
richest 85 people on the planet have as much wealth
as the poorest half of the planet, or 3,500,000,000
people1. With so many people having little to no stake
in the economy, industrial action, crime and terrorism
have become national security priorities that consume
increasingly large portions of government budgets. The
appeal of radical ideologies to people who have nothing
to lose but their chains,2 has given cause to many
leaders, philanthropists, researchers and entrepreneurs
to seek a more effective way to empower marginalised
communities while still preserving individual freedoms
and rights.
The balance between service and selfishness, between
rights and responsibilities, between the gains of
the present versus the cost to the future: these are
fundamental equations in the harmony of life which
humanity is now calculating and recalculating with a
quiet desperation3.
Technological advances in the last 100 years have
presented undreamed of new realms of possibilities for
an improved quality of life, and an end to the drudgery
and hardship of manual labour and repetitive tasks.
Globalisation has erased prejudices, opened minds and
expanded our definition of what it means to be human
while also blurring ethical distinctions and cultural
diversity with an, as yet, uncertain future impact.
A narrow, short-term focus on shareholder returns is
reducing many corporate giants of innovation to riskaverse efficiency hunters, resulting in a shrinking pool
of genuinely creative new products and services, and
allowing CEOs to hide behind cost saving strategies
while showing what looks like shareholder gains4.
An ever shrinking horizon of anticipated shareholder
return is driving an equally shrinking horizon of shortterm planning in businesses, passed on to employees
in the form of greater demands for productivity and
performance and impacting their families in the form of
stress and chronic health degeneration5.
IDENTIFYING SOLUTIONS
The challenges outlined above are also being tackled by
a wide range of stakeholders across the public-private
spectrum, and across the profit-non-profit spectrum.
Few solutions however have a systemic approach which
seeks to identify solutions in a holistic context, and
address them from a wide range of angles, or across an
entire economic value-chain. Where such solutions do
exist, as for example in certain high level government
strategies, they seldom have the effectiveness to rally
the combined effort of the wide range of role-players
required to effect systemic change, especially over the
relatively short time-span of an elected government
administration.
Organisations like EOH and the Rockefeller Foundation
aim to use partnerships and networks as well as
sustainable business practices to leverage a form of
investment in their projects which have the potential to
be self-sustaining once a critical threshold is reached.
The solutions they have identified have the potential to
be upscaled across entire economic sectors and value
chains and attain a level of impact which most statefunded interventions have only dreamed of.
In South Africa, the relatively advanced nature of socially
responsible business incentivised by the state7 has the
potential to facilitate even more rapid adoption of these
solutions, making the EOH-Rockefeller Foundation
partnership particularly impactful, and providing a
relatively quick proof of practice which can help speed
up adoption in other countries that do not have similar
incentives.
Initiated by
The Rockefeller Foundation
Beneficiaries
Time-span
7 years
Announced May 2013
Budget
Almost US$100 million
Scale of impact:
1,000,000 people
Nature of impact:
Generate social and economic benefits for
youth, their families, and their communities
Increase demand for African youth in the
workforce
AUGUST 2014
Three outcomes:
Connecting high potential, disadvantaged
youth to employment opportunities in the
digital economy
Encouraging and enabling employers to
incorporate inclusive business practices into
their business models beyond corporate social
responsibility
Scaling the environment for digital jobs and
making it a self-sustainable by co-ordinating
government and business efforts
8 A summary of the Digital Jobs Africa initiative follows, for a detailed background see Harji, K. and Best , H. Digital Jobs: Building Skills for the Future
(2013)
BACKGROUnD
15 Supply and demand dynamics are a helpful way of understanding the labour
market. Supply in this case is typical some kind of education or training institution and demand is an employer.
AUGUST 2014
16 The EOH Youth Job Creation Initiative targets to employ 28,000 youth by
2016 and was initiated in 2012, and based on even earlier efforts to apply socially responsible business principles in the South African context.
17 Human Resource Development
18 http://data.worldbank.org/indicator/SL.UEM.1524.ZS
19 The Economic Empowerment Front (EFF)
20 Kennedy, R., Sheth, S., London, T., Jhaveri, E., Kilibarda, L. Impact Sourcing
- Assessing the Opportunity for Building a Thriving Industry (2013)
BACKGROUnD
FAST FACTS
Initiated by
EOH
Beneficiaries
Disadvantaged South African youth
Time-span
4 years
Announced July 2012
Scale of impact:
28,000 disadvantaged youth across South Africa
Nature of impact:
Provide work experience opportunities coupled with formal education and training resulting in nationally recognised
qualifications and employment
Educational components
primarily learnership programmes with vendor certified add-ons such as the A+, N+, Oracle, Microsoft or other
certification
a work readiness component is included in all YJCI programmes, but its duration varies according to the availability
of funding
10
1.
Work readiness is commonly accepted as an important component of all workplace learning initiatives for youth in
South Africa, yet funding constraints result in probably less than half of such initiatives including anything more than a
rudimentary effort at work readiness
2.
3.
The socially responsible business scorecard refers to the Broad-based Black Economic Empowerment scorecard of
the Department of Trade & Industry
AUGUST 2014
THE INITIATIVE
THE GRANT
Grant number
2014 DJA 305
Budget
Up to $1,009,308 funded out of a total budget
of $1,654,358 the balance of $645,050 was
contributed by EOH
Purpose
Toward the cost of training, mentoring and
placing disadvantaged youth in permanent
jobs and developing a web-based workforce
readiness training programme to scale up its
Youth Job Creation Initiative
Duration
12 months from 1 March 2014 to 28 February
2015
21 Also called the virtual learning platform in the Rockefeller Foundation Grant
Agreement
THE InITIATIVE
11
FAST FACTS
Purpose
Facilitating development in the learner of critical skills needed to function productively in the work environment and
add value to the employing business
Target audience
Newly employed staff, interns or learners, especially where this is their first job
Do you know who you are, what your capabilities are, and where and how you fit into the new world of work?
Structure
Learners understand how the human brain thinks and learns, and apply this to understanding their own personal
thinking style, based on a left-brain, right-brain dichotomy
Individual thinking styles are related to specific work related skills encouraging the learner to reflect not only on what
is required of them in the workplace, but also to self-reflect in terms of how their thinking style affects their application
of these work related skills
Personal growth is therefore linked directly to the development and improvement of work related skills
The programme is structured into five modules, which were also identified in the PriceWaterhouseCoopers report
Managing Tomorrows People - the future of work to 2020, as core skills required by new entrants in the workplace
Module 1 - Big Picture Thinking
Module 2 - Interpersonal Awareness
Module 3 - Structured Thinking
Module 4 - Analytical Thinking
Module 5 - Innovation & Creative Thinking
Topics
12
AUGUST 2014
Collaboration space for all key role-players including managers, coaches and mentors, assessors, project managers
and learners
Learner support
Training schedules
Course information
Learner progress tracking
Direct access to mentors, assessors, workplace skills coordinator
THE InITIATIVE
13
Deliverables
31 July 2014
30 September 2014
31 December 2014
30 April 2015
1.
2.
3.
4.
5.
6.
7.
14
Due date
AUGUST 2014
ASSESSMENT
Evaluation of the impact of the workplace readiness
programme is measured through a survey to both
mentor and learner, over the 7 weeks of the measured
workplace experience. An EOH assessor will also
conduct a final evaluation interview with each learner
and mentor in the last week of the programme.
In the next half of the Rockefeller project, assessments
and evaluations will be correlated in order to seek trends
and data that assists in furthering an understanding of
the learners development requirements, host employers
requirements and dynamics in the workplace and the
approach to the workplace readiness programme overall.
WORKPLACES
There are currently 74 employers hosting learners who
have participated directly or indirectly on the programme.
These organisations include large national government
departments, state-owned enterprises, large corporates
and medium-small IT consulting firms, and are available
on request.
PROJECT PLANNING
A Project Implementation Plan (PIMP) is developed
for the implementation of each group of learners. This
plan governs the actions of all parties, including EOH
project management, support, training and assessment
resources, the host or employer, supervisors and
colleagues, and the learner. This ensures the workplace
readiness programme is aligned to the technical training
and workplace experience of the learner and their path
to gaining a qualification and sustainable employment
prospects.
WORKPLACE COORDINATION
All learners are placed in suitable workplaces for the
experiential learning aspects of the programme. In order
to ensure the experience is guided to a constructive
outcome, EOH WPL makes a Workplace Support
Coordinator (WSC) available to the host site and learner.
MENTORSHIP PROGRAMME
Mentorship of learners is an important catalyst to the
learners development. EOH ensures that all host sites
supervisor or management staff have access to training
and ongoing support, in their role of mentor. The training
and support is provided to the workplace coaches in
the beginning of the group project, so as to ensure the
environment is prepared for the learner arrival.
THE InITIATIVE
15
PROGRESS TO DATE
OVERVIEW
16
AUGUST 2014
PROGRESS TO DATE
17
INTERVIEWS
AUGUST 2014
Children
LEARNERS
DAVID MABASA
David Mabasa was very confident but had walked a
journey to get there. Starting out in a remote village he
chose a different path from his rural entrepreneur parents
and has followed a circuitous route to finally end up in IT
Systems Support. His confidence seems to stem partly
from the orientation the work readiness programme gave
him in dealing with cocky city dwellers, and in organising
his daily tasks.
Full name
David Mabasa
8409285759085
Learning group
System Support G1
Gender
Male
Age
29
Occupation
Race
African
Born
Limpopo
Siblings
Parents
Children
Highest grade at
secondary school
12
Post schooling
qualifications
Currently studying
Employer
EOH MS PS
Self-organisation
I dont find [my job] really challenging because thats
what I love. When I wake up in the morning I draw my
working plan, like today, I know that yesterday I had a call
for a printer for instance, or I had a call for a scanner, so
I know that in the morning, what I do first is to go there
and finish up what I didnt finish up last night, if that is
[the case], but if I dont have [work from yesterday] then I
have to look at my day, and look at the challenges I have
for that specific day.
23 About US$80
InTERVIEWS
19
DIKELEDI MALOMANE
Dikeledis parents were tough on her, but not as tough
as employers who refused to give an inch on their
requirement for work experience. Fortunately she is a
fighter, and does not give up. After seeking employment
for years she finally got the break she needed and is now
a confident and experienced IT worker.
Full name
Dikeledi Malomane
8709240423085
Learning group
System Support G1
Gender
Female
Age
27
Occupation
Race
African
Born
Mpumalanga
Siblings
Parents
Children
Currently studying
Employer
EOH MS PS
Upbringing
I grew up in Mpumalanga [with my grandmother]. When
I was 10 years old my mother decided to come and fetch
me [to live in Joburg].
Was it a shock to see the big city?
I was scared. I take time to adjust to change. Moving
from home and coming here I did not understand at all.
And I was young then but I said ok because this is what
my mother wants there is nothing I can do My father
is working at the mines. At least I was living with my
parents.
20
AUGUST 2014
InTERVIEWS
21
AUGUST 2014
Mafete Makgalatiba
9001150701083
Learning group
System Support G2
Gender
Female
Age
24
Occupation
IT Systems Support
Technician
Race
African
Born
Limpopo
Siblings
Parents
Mother is housewife
Father is deceased
Children
Grade 12
InTERVIEWS
23
n Certificate in Electrical
Engineering (in progress)
Full name
Currently studying
Learnership in IT Systems
Support (Level 4)
9306220584082
Learning group
End User G3
Employer
EOH MS PS
Gender
Female
Age
21
Occupation
Hr Data capturer
Race
African
Born
Vanderbijlpark
Siblings
Parents
Background
I was 18 when I came to Joburg. If you are from a rural
place and you come here you see things are different
from home to Joburg. It was hard for me
Actually when I was doing matric my first option was
dietician. My second choice is IT but because of money
I didnt manage to do IT, thats why I applied for this
learnership. I did the electrical engineering course at
the FET college because it was not that expensive, but
actually I like IT.
I have one child. He is turning three years old in October.
He is staying at Limpopo with my uncles wife because I
was staying with my uncle before I came here.
Father is separated
Children
10
Currently studying
Learnership in End-user
Computing
Employer
Background
I am staying with my mom at the moment. My mom is a
pensioner.
And you are seven siblings! Thats alot? And your dad?
They separated. Hes probably in Limpopo.
Did your mom raise all of you alone?
24
AUGUST 2014
InTERVIEWS
25
AUGUST 2014
MAVIS RAMOHLALE
Mavis five siblings are financially supported by her older
brother. She speaks emphatically about the difference
between theoretical education and experiential learning
and has embraced digital work despite it being a mystery
to her community at home. One day she hopes to return
home and make children aware of the ways in which
information technology can expand your horizons.
Full name
Mavis Ramohlale
8810240965081
Learning group
Technical Support G1
Gender
Female
Age
25
Occupation
IT Support Technician
Race
African
Born
Polokwane, Limpopo
Siblings
Parents
Children
12
Currently studying
Learnership in IT Technical
Support
Employer
Background
I am from Limpopo, Polokwane. I grew up in rural area,
a village, a small village. We are six at home. Two boys,
four girls. I was raised by two parents. My father died
in 1999. My mom is not working. My brother is the only
one who is working. He is the one who is helping us
financially. He is the oldest.
InTERVIEWS
27
AUGUST 2014
MOEKETSI SUPING
Moeketsi got his first PC when he was in grade 8, by
assembling it from parts he was given. He wanted to
study IT after school but did not have the money to do
so, as he and his older sister had to support themselves.
So he became a panelbeater instead. Fortunately the
EOH learnership has given him the opportunity to now
realise his dream and technological talents.
Full name
Moeketsi Suping
In the books you just read about IT, the PC, the
motherboard, but here you know how to assemble a PC.
So its different. I didnt know how to connect a mouse,
keyboard, power. I didnt know that. So they just taught
me that.
9205205549088
Learning group
System Support G1
Gender
Male
Age
22
Occupation
IT Support Technician
Race
African
Born
Ladybrand
Siblings
Parents
Children
none
12
none
Currently studying
Learnership in IT Technical
Support
Employer
Background
24 This was the learners previous place of study, and included a short internship component without mentorship.
InTERVIEWS
29
AUGUST 2014
Are you happy now that you have reached the IT field
somehow?
Yes now I am happy because at first I didnt know much
about anything practical. But since I have come here I
have learned many things practically. Before I only knew
things from a book.
ROFHIWA TSHAUTSHAU
Rofhiwa grew up with no father and an unemployed
mother. After finishing school she wanted to become a
nurse but had no money for tuition. She was one of the
best spoken learners but confessed that she was terrified
of speaking in front of people until she went through
the work readiness programme. Her confidence has
benefitted from being able to help senior government
officials with their IT woes.
Full name
Rofhiwa Tshautshau
8903270700088
Learning group
Technical Support G2
Gender
Female
Age
25
Occupation
IT Support Technician
Race
African
Born
Venda
Siblings
3 sisters
Parents
Reflection on learnerships
Children
none
12
Currently studying
Learnership in IT Technical
Support
Employer
Background
I have three sisters. My dad passed away last year. I
only have my mom, she is unemployed. My dad was
working at Joburg Country Club, he was a barman
there. He was sick. I only have grade 12 because I was
staying with my mom but my father was not there for us.
My mom was not working so I did not go to college or
anything. I passed matric and did a learnership for End
User Computing for Scaw Metals. Then I got a job at
a media research company, doing surveys, going from
province to province. I enjoyed the survey work, I loved
travelling. It was my chance to see the provinces.
What was your dream at school?
InTERVIEWS
31
SHERMAUN LOUW
Shermaun Louw
9410190151086
Learning group
Technical Support G2
Gender
Female
Age
19
Occupation
IT Support Technician
Race
Coloured
Born
Boksburg
Siblings
Parents
none
Grade 12
none
Currently studying
Learnership in IT Technical
Support
Employer
Background
When I finished school in 2012 I wasnt planning on
getting into IT, I was more interested in becoming a
chef. I applied at the university to study to be a chef and
waited for six months, but the opportunity came by [to do
the learnership] and I took it. IT is a nice experience to
know more about technology and it makes life easier.
32
AUGUST 2014
InTERVIEWS
33
34
AUGUST 2014
25 EOH slogan
InTERVIEWS
35
26 Both learners were interviewed for this report. Rofhiwas interview appears
in this report.
36
27 These are public Technical & Vocational Education & Training (TVET) Colleges
CONTACTS
AUGUST 2014
BIBLIOGRAPHY
Digital Jobs in Africa: Catalyzing Inclusive Opportunities
for Youth (Dalberg, 2013)
CONTRACT MANAGEMENT
Name
Patrick Hijlkema
Designation
Cellphone
Patrick.Hijlkema@eoh.co.za
PROJECT IMPLEMENTATION
Name
Michael Mann
Designation
Cellphone
michael.mann@eoh.co.za
Business Address
Gilloolys View
Osborne Lane
Bedfordview
Johannesburg
2007
Mentors: Ramadimetse Makgati, & Veronica Morotoba
Manager: Vuyo Sibeko
(top to bottom)
COnTACTS
37
APPENDICES
APPENDIX 1 - TOPICS COVERED BY THE EOH WORK READINESS PROGRAMME
38
Personal effectiveness
Managing my time
Planning my workload
Managing change
AUGUST 2014
Nr of
learners
EOH Interns
Programme dates
Location
46
Gauteng, Johannesburg
EOH Interns
19
Gauteng, Johannesburg
EOH Interns
22
Gauteng, Johannesburg
EOH Interns
53
Gauteng, Johannesburg
Oracle
19
Gauteng, Johannesburg
MPC
MPC
11
System Support G1
20
Gauteng, Pretoria
System Support G2
18
Gauteng, Sunninghill
End User G1
26
Gauteng, Sunninghill
EOH Interns G1
14
Gauteng, Sunninghill
EOH Interns G2
20
Gauteng, Sunninghill
14
Gauteng, Sandton
18
Gauteng, Sandton
15
Gauteng, Sunninghill
21
16
15
KZN, Durban
18
KZN, Durban
24
27
Limpopo, Phalaborwa
24
Limpopo, Polokwane
33
Limpopo, Malamulele
24
Gauteng, Heidelberg
Fasset G1
10
Limpopo, Phalaborwa
Fasset G2
27
Limpopo, Polokwane
Fasset G3
15
Limpopo, Polokwane
Fasset G4
15
Gauteng, Witbank
28
Gauteng, Heidelberg
Investec G1
22
Gauteng, Randburg
Investec G2
28
Gauteng, Sandton
Investec G3
17
Gauteng, Sunninghill
TSS G1
15
Gauteng, Woodmead
Jascomp& Quarphix G1
22
Gauteng, Woodmead
11
Gauetng, Randburg
Jascomp G1
21
Gauteng, Sunninghill
Native G1
12
Gauteng, Sandton
KZN, Durban
EOH Springs G1
11
Gauteng, Springs
27
Gauteng, Sunninghill
33
Gauteng, Randburg
21
Gauteng, Pretoria
19
Gauteng, Newtown
20
Gauteng, Newtown
TOTAL
907
APPEnDICES
39
www.eoh.co.za