Author Topic: The Media, Information and Communication Technologies Sector Education and Train  (Read 729 times)

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The Media, Information and Communication Technologies Sector Education and Training Authority Sector Skills Plan 2013–2018 (Published August 2012)

Layout of this Document 6
1 Executive Summary 7
1.1 Overview of the MICT Sector 7
1.2 Scarce and Critical Skills 9
1.2.1 Scarce Skills 9
1.2.2 Critical Skills 11
1.3 MICT Seta 2013-18 Strategy 12
2 Introduction 13
2.1 Background 13
2.2 Purpose of the Sector Skills Plan 13
2.3 Methodology 13
2.4 Defining the MICT Sector and its Subsectors 14
2.5 Caveats 15
2.6 The MICT Seta SSP Target Stakeholders 15
3 The MICT Sector Specific Profile and Economic Outlook 16
3.1 Introduction 16
3.2 The MICT Sector Profile 16
3.2.1 Methodology 16
3.2.2 The MICT Sector Company Profile 18
3.2.3 Number of Employees in the MICT Sector 19
3.2.4 Race Segmentation of Employees in the Sector 21
3.2.5 Gender Segmentation of Employees in the Sector 22
3.2.6 Disability Segmentation of Employees in the Sector 22
3.2.7 OFO Major Group Segmentation of Employees in the Sector 23
3.3 Trends in Priority Skills 24
3.4 The MICT Sector Economic Outlook 25
3.4.1 Overview 25
3.4.2 Information Technologies 25
3.4.3 Electronics 25
3.4.4 Electronic Media and Film 25
3.4.5 Telecommunications 26
3.4.6 Advertising 26
3.5 Remuneration Trends 27
3.6 The Sector Economic Outlook 28
3.7 MICT Sector Qualitative Considerations 33
3.7.1 Introduction and Methodology 33
3.7.2 Simplification of the MICT Seta Processes and Information 34
3.7.3 The MICT Seta Employee Database 34
3.7.4 Training Interventions 34
3.7.5 Access into the MICT Sector 35
3.7.6 Success and Progression in the MICT Sector 36
3.7.7 Equity 36
3.7.8 New Ventures 37
3.7.9 Capacity Building 37
3.7.10 Assessment of Graduate Skills from Formal Education Institutions 37

3.8 Summary and Strategic Considerations 38
3.8.1 The MICT Sector Stakeholders 39
3.8.2 FET and HET and Rural Learning Institutions 39
3.8.3 Government Institutions 40
3.8.4 ISOEs, Incubators and Training Providers 40
3.8.5 The MICT Seta 40
3.8.6 Other Institutions 40
4 Environmental Factors (Drivers of Change) 41
4.1 Economic Outlook 41
4.1.1 Global Perspective 41
4.1.2 National Economic Growth Outlook 42
4.2 Government Imperatives 47
4.2.1 Methodology 47
4.2.2 The SA Government’s Medium Term Strategic Framework (MTSF) 47
4.2.3 The Human Resource Development Strategy of South Africa (HRDSSA) 50
4.2.4 The Industrial Policy Action Plan (IPAP) 52
4.2.5 The Integrated Sustainable Rural Development Strategy (ISRDS) 52
4.2.6 National Industrial Policy Framework (NIPF) 54
4.2.7 Sectoral Contribution to The President’s Outcomes Approach to Planning Government’s Work 56
4.2.8 The Department of Communications 58
4.2.9 The South African e-Skills Council 59
4.2.10 ICT Charter 61
4.2.11 Other Legislation 63
4.3 Summary and Strategic Considerations 64
4.3.1 FET and HET and Rural Learning Institutions 64
4.3.2 Government Institutions 64
4.3.3 The MICT Sector Stakeholders 64
4.3.4 ISOEs, Incubators and Training Providers 65
4.3.5 Other Institutions 65
5 Sectoral Skills Development (Scarce and Critical Skills) 67
5.1 Sector Specific Skills Development Needs 67
5.1.1 Introduction 67
5.1.2 MICT Seta Involvement in Types of Training Programmes 67
5.1.3 Demand for Scarce Skills 70
5.1.4 Demand for Critical Skills 74
5.2 National Demand for MICT Skills 76
5.3 Trends in the Supply of MICT Skills 79
5.3.1 Introduction and Methodology 79
5.4 Supply of MICT Skills versus Demand for MICT Skills 80
6 MICT Seta Strategy 82
6.1 Introduction 82
6.2 Methodology 82
6.3 Summary of Non-NSDS Considerations 82
6.4 Summary of NSDS Considerations 86




https://www.skillsjobs.co.za/wp-content/uploads/2015/07/1c2i2-MICT_SSP_2013_2018_November_2012_V1_1.pdf


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