skills development act essay

Skills Development Act, 1998

Act 97 of 1998.

• Document detail
• Related documents 9
• Citations 9 / 599
• Subsidiary legislation 4
• 9 August 2015

11 May 2012

• 7 December 2010
• 6 April 2009

14 November 2003

• 1 September 1999
• 2 November 1998
• Subject areas > Labour and Employment

Related documents

• 9 related documents
• Published in Government Gazette 19420 on 2 November 1998
• Assented to on 20 October 1998
• There are multiple commencements

• [This is the version of this document as it was from 2 November 1998 to 31 August 1999.]

Chapter 1 Definitions, purpose and application of Act

1. definitions, 2. purposes of act, 3. interpretation, chapter 2 national skills authority, 4. establishment of national skills authority, 5. functions of national skills authority, 6. composition of national skills authority and term and vacation of office, 7. constitution of national skills authority, 8. remuneration and administration of national skills authority, chapter 3 sector education and training authorities, 9. establishment of seta, 10. functions of seta, 11. composition of seta, 12. chambers of seta, 13. constitution of seta, 14. finances of seta, 15. taking over administration of seta, chapter 4 learnerships, 16. learnerships, 17. learnership agreements, 18. contract of employment with learner, 19. disputes about learnerships, chapter 5 skills programmed, 20. skills programmed, 21. disputes, chapter 6 institutions in department of labour, 22. skills development planning unit, 23. employment services, 24. registration of persons that provide employment services, 25. cancellation of registration of employment service, 26. appeal against director-general ’s decision, chapter 7 financing skills development, 27. national skills fund, 28. use of money in fund, 29. control and administration of fund, 30. budget for training by public service employers, chapter 8 general, 31. jurisdiction of labour court, 32. monitoring, enforcement and legal proceedings, 33. offences, 34. penalties, 35. delegation, 36. regulations, 37. repeal of laws and transitional provisions, 38. act binds state, 39. short title and commencement, schedule 1 (section 37(1)), repeal of laws.

Schedule 2 (Section 37(2))

Transitional provisions, history of this document, 09 august 2015, 07 december 2010, 06 april 2009, 01 april 2001, 10 september 1999, 01 september 1999, 02 february 1999, 02 november 1998 this version, 20 october 1998, is amended by.

• Employment Services Act, 2014
• Higher Education Laws Amendment Act, 2010
• Skills Development Amendment Act, 2003
• Skills Development Amendment Act, 2008
• Skills Development Amendment Act, 2011
• Skills Development Levies Act, 1999

Is commenced by

• Skills Development Act, 1998: Commencement

Subsidiary legislation

Cited documents 9

Documents citing this one 599

Gazette 575.

Judgment 11

Government Notice 3

General Notice 2

BUSINESS STUDIES GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS NOVEMBER 2019

BUSINESS STUDIES GRADE 12 NATIONAL SENIOR CERTIFICATE EXAMINATIONS NOVEMBER 2019

INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions.

• This question paper consists of THREE sections and covers all FOUR main topics. SECTION A: COMPULSORY SECTION B: Consists of FIVE questions Answer any THREE of the five questions in this section. SECTION C: Consists of FOUR questions Answer any TWO of the four questions in this section.
• Read the instructions for each question carefully and take particular note of what is required. Note that ONLY the first THREE questions in SECTION B and the first TWO questions in SECTION C will be marked.
• Number the answers correctly according to the numbering system used in this question paper. NO marks will be awarded for answers that are numbered incorrectly.
• Except where other instructions are given, answers must be in full sentences.

• Use the table below as a guide for mark and time allocation when answering each question
• Begin the answer to EACH question on a NEW page, e.g. QUESTION 1 – new page, QUESTION 2 – new page.
• You may use a non-programmable calculator.
• Write neatly and legibly.

SECTION A (COMPULSORY) QUESTION 1 1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 D. 1.1.1 The aim of this Act is to protect consumers against unfair reckless lending by businesses:

• Consumer Protection Act (CPA), 2008 (Act 68 of 2008)
• Employment Equity Act (EEA), 1998 (Act 55 of 1998)
• National Credit Act (NCA), 2005 (Act 34 of 2005)
• Labour Relations Act (LRA), 1995 (Act 66 of 1995)

1.1.2 Teddy Car Manufacturers implemented the … integration strategy when they bought Tail Motors Spares.

1.1.3 ABC Paints operate in the … sector as they specialise in the manufacturing of paint.

1.1.4 William, the manager of Eden Supermarket, applies the … leadership style when delegating tasks to followers without supervision.

• bureaucratic
• laissez-faire/free-reign
• charismatic

1.1.5 The … company provides essential services such as water and electricity at reasonable prices.

• personal liability
• state-owned

1.1.6 An example of a non-verbal presentation is information in the form of a/an …

• written report.
• data projector.
• video conferencing.
• oral report.

1.1.7 This problem-solving technique requires each employee to first generate his/her own ideas and then share them with members:

• Brainstorming
• Force-field analysis
• Empty chair technique
• Nominal group technique

1.1.8 Goal Ltd contributes towards the well-being of their employees by …

• giving them the right to freedom of association.
• providing recreational facilities.
• allowing them longer break intervals despite tight deadlines.
• providing transport to all employees regardless of working hours.

1.1.9 The … function ensures reliable capturing and storing of data/ information.

• human resource
• administration

1.1.10 The process of matching a new employee's skills and abilities with the requirements of a job is known as ...

• recruitment.
• training. (10 x 2) (20)

1.2 Complete the following statements by using the words provided in the list below. Write only the word(s) next to the question numbers (1.2.1 to 1.2.5) in the ANSWER BOOK. simple interest; quality management; health and safety representative; one and a half of; recruitment; employer; compound interest; double; screening; quality 1.2.1 Ricky received … his normal rate of pay for working on a public holiday. 1.2.2 Thandeka earned … calculated on the principal amount and accumulated interest. 1.2.3 The responsibility of the … is to provide all the necessary equipment for workers to perform their duties in a favourable work environment. 1.2.4 The ability of goods/services to meet the specific needs of customers/clients, is known as … 1.2.5 Candidates' application forms are checked against the requirements of the job during the … process. (5 x 2) (10) 1.3 Choose a description from COLUMN B that matches a term in COLUMN A. Write only the letter (A–J) next to the question numbers (1.3.1 to 1.3.5) in the ANSWER BOOK, e.g. 1.3.6 K.

(5 x 2) (10) TOTAL SECTION A: 40 SECTION B Answer ANY THREE questions in this section. NOTE: Clearly indicate the QUESTION NUMBER of each question that you choose. The answer to EACH question must start on a NEW page, e.g. QUESTION 2 on a NEW page, QUESTION 3 on a NEW page.

QUESTION 2: BUSINESS ENVIRONMENTS 2.1 Name THREE types of diversification strategies. (3) 2.2 Outline the role of SETAs in supporting the Skills Development Act (SDA), 1998 (Act 97 of 1998). (8) 2.3 Identify the leave provision stipulated in the Basic Conditions of Employment Act (BCEA), 1997 (Act 75 of 1997) that Quick Shoe Manufacturers complied with in EACH statement below: 2.3.1 Ruth, the secretary, was allowed to stay home for four consecutive months after her baby was born. 2.3.2 Ashley, the supervisor, is entitled to take up to 21 days leave per year. 2.3.3 John, the financial clerk, was given permission to take three to five days off work to attend to his sick mother. 2.3.4 Zodwa, the production manager, brought a medical certificate for taking three days off to recover from flu. (8) 2.4 Explain the purpose of the Labour Relations Act (LRA), 1995 (Act 66 of 1995). (8) 2.5 Discuss any THREE consumer rights as stipulated in the Consumer Protection Act (CPA), 2008 (Act 68 of 2008). (9) 2.6 Read the scenario below and answer the questions that follow. MEAT MARKET LTD Meat Market Ltd specialises in supplying fresh meat to customers. The company gave some of its shares to their previously disadvantaged employees. They were also offered learnership programmes. 2.6.1 Name the Act that Meat Market Ltd is complying with in the scenario above. (2) 2.6.2 Identify TWO pillars of the Act identified in QUESTION 2.6.1 that Meat Market Ltd implemented. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 2.6.2.

(6) 2.7 Explain how the following PESTLE elements/factors may pose challenges to businesses: 2.7.1 Economic (4) 2.7.2 Social (4) 2.8 Suggest practical ways in which businesses may comply with the Employment Equity Act (EEA), 1998 (Act 55 of 1998). (8) [60]

QUESTION 3: BUSINESS VENTURES 3.1 State FOUR types of preference shares. (4) 3.2 Outline the advantages of unit trusts as a form of investment. (8) 3.3 Read the scenario below and answer the questions that follow. MOUNTAIN HOTEL (MH) Sihle, the owner of Mountain Hotel, applies the democratic leadership style in managing his employees. He has a positive attitude and knows that there is always more to learn. Sihle models the behaviour that he wants to see in his followers. 3.3.1 Quote TWO roles of personal attitude in successful leadership displayed by Sihle in the scenario above. (2) 3.3.2 Advise Sihle on the impact of the democratic leadership style on MH as a business. (8) 3.4 Discuss the importance of insurance for businesses. (8) 3.5 Explain the following factors that may be considered when making investment decisions: 3.5.1 Return on investment (4) 3.5.2 Liquidity (4) 3.6 Read the scenario below and answer the questions that follow. TOP TRADERS (TT) Top Traders bought stock worth R400 000, but insured it for R300 000. A fire in the warehouse destroyed stock to the value of R60 000. 3.6.1 Name the insurance clause that is applicable to the scenario above. (2) 3.6.2 Calculate the amount that Top Traders will receive as compensation from the insurer. Show ALL calculations. (4) 3.7 Discuss the advantages of a non-profit company as a form of ownership. (8) 3.8 Advise businesses on how management and legislation could contribute to the success and/or failure of a public company. (8) [60]

QUESTION 4: BUSINESS ROLES 4.1 State FOUR steps in problem-solving. (4) 4.2 Elaborate on the roles of the health and safety representatives in protecting the workplace environment. (6) 4.3 Read the scenario below and answer the question that follows. NORMAN ACCOUNTING SERVICES (NAS) The management of Norman Accounting Services employs both males and females. They also encourage older employees to be mentors for young employees to develop their full potential. Identify TWO diversity issues that are applicable to NAS. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 4.3.

(6) 4.4 Explain how businesses could apply the Delphi-technique to solve business problems. (8) 4.5 Discuss the advantages of creative thinking in the workplace. (6) 4.6 Read the scenario below and answer the questions that follow. JUNE TRADERS (JT) June Traders decided to invest their surplus profit in corporate social investments (CSI) projects. They invested in communities by donating school uniforms. Sporting facilities were also provided by JT to promote a healthy lifestyle. 4.6.1 Quote TWO ways in which JT contributed to the well-being of their communities. (2) 4.6.2 Discuss the impact of corporate social investment (CSI) on JT as a business. (6) 4.7 Explain how businesses can apply the King Code principles of transparency and accountability to improve their ethical business practices. (8) 4.8 Suggest ways in which businesses can deal with the following unethical/unprofessional business practices: 4.8.1 Pricing of goods in rural areas (4) 4.8.2 Abuse of work time (4) 4.9 Advise businesses on how they could promote the cultural rights of employees in the workplace. (6) [60]

QUESTION 5: BUSINESS OPERATIONS 5.1 Name FOUR methods/sources of external recruitment. (4) 5.2 Read the scenario below and answer the questions that follow. KHAN PRIVATE HOSPITAL (KPH) Khan Private Hospital has advertised a vacancy for a nurse. The advertisement includes the following aspects regarding the position:

• Applicants must have a diploma in nursing as a minimum requirement.
• Responsible for observing patients and giving medication.
• Two years' experience in nursing will be an advantage.
• Compiling daily reports on the progress of the patients. The advertisement indicates that only shortlisted candidates will be contacted for an interview.

5.2.1 Quote TWO examples of job description and TWO examples of job specification in the scenario above. Use the table below as a GUIDE to answer QUESTION 5.2.1.

(4) 5.2.2 Explain the role of the interviewee/applicant during the interview. (8) 5.3 Discuss the implications of the Skills Development Act (SDA), 1998 (Act 97 of 1998) on the human resources function. (6) 5.4 Evaluate the impact of fringe benefits on businesses. (8) 5.5 Elaborate on the meaning of quality performance. (4) 5.6 Read the scenario below and answer the question that follows. PURPLE ENTERPRISE (PE) Purple Enterprise is a large retail business that provides a variety of products. They prepare their own accounting records to ensure accurate tax payments. PE responded quickly when one of their clients was not happy with their service. Identify TWO business functions that are applicable to PE. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 5.6.

(6) 5.7 Discuss the impact of TQM if poorly implemented by businesses. (8) 5.8 Explain the advantages of continuous improvement to processes and systems on large businesses. (6) 5.9 Recommend ways in which the quality of performance of the purchasing function could contribute to the success of the business. (6) [60]

QUESTION 6: MISCELLANEOUS TOPICS BUSINESS ENVIRONMENTS 6.1 Name THREE types of business environments and state the extent of control businesses have over EACH of these environments. Use the table below as a GUIDE to answer QUESTION 6.1.

(6) 6.2 Read the scenario below and answer the questions that follow. LEGEND PROJECTS (LP) The management provided the Commissioner with false information regarding serious accidents that took place at Legend Projects. They also bribed one of their employees not to report injuries sustained while performing his/her duties. 6.2.1 Identify the Act that is applicable in the scenario above. (2) 6.2.2 Quote TWO actions that can be regarded as discriminatory according to the Act identified in QUESTION 6.2.1. (2) 6.2.3 Advise the management of LP on penalties they could face for non-compliance with the Act identified in QUESTION 6.2.1. (4)

BUSINESS VENTURES 6.3 Identify the types of business investment opportunities that were used by Prime Plumbers in EACH statement below: 6.3.1 Prime Plumbers invested R50 000 for six months at 12% interest with a financial institution. 6.3.2 Prime Plumbers received dividends for their portion of ownership in Blue Range Ltd. (4) 6.4 Outline the functions of the Johannesburg Securities Exchange Ltd (JSE). (6) 6.5 Discuss the situational leadership theory. (6)

BUSINESS ROLES 6.6 State TWO criteria for successful team performance. (2) 6.7 Explain how businesses could deal with HIV/Aids as a socio-economic issue. (6) 6.8 Recommend ways in which businesses could create an environment that stimulates creative thinking in the workplace. (8)

BUSINESS OPERATIONS 6.9 Name any THREE steps of the PDCA model/cycle. (3) 6.10 Read the scenario below and answer the questions that follow. SKY LTD Helen has been working for Sky Ltd for the past 30 years. The management terminated her employment contract when she reached the age of 65. 6.10.1 Identify the reason why Helen's employment contract was terminated. Motivate your answer by quoting from the scenario above. (3) 6.10.2 Explain other reasons for the termination of an employment contract. (4) 6.11 Discuss the purpose of induction as a human resources activity. (4) [60]

TOTAL SECTION B: 180

SECTION C Answer ANY TWO questions in this section. NOTE:  Clearly indicate the QUESTION NUMBER of each question chosen. The answer to EACH question must start on a NEW page, e.g. QUESTION 7 on a NEW page, QUESTION 8 on a NEW page.

QUESTION 7: BUSINESS ENVIRONMENTS (BUSINESS STRATEGIES) Businesses realise the importance of the strategic management process when devising suitable business strategies. Some businesses maintain that Porter's Five Forces model plays an important role in remaining competitive in the market environment. Write an essay on business strategies in which you include the following aspects:

• Describe the strategic management process.
• Discuss the THREE types of defensive strategies that businesses may use to address challenges in the macro environment
• Explain how businesses could apply Porter's Five Forces model to analyse the market environment.
• Advise businesses on the steps they should consider when evaluating strategies. [40]

QUESTION 8: BUSINESS VENTURES (PRESENTATION AND INSURANCE) Mr Meyer, a sales representative, planned to make a presentation on the principles of insurance. He decided to use a PowerPoint slideshow to enhance his presentation. However, the presentation was unsuccessful due to his inability to handle feedback in a professional manner. Keeping the above scenario in mind, write an essay on presentation in which you include the following aspects:

• Outline the factors that Mr Meyer should consider during his presentation.
• Discuss any THREE principles of insurance.
• Evaluate the impact of a PowerPoint presentation.
• Advise Mr Meyer on how he can improve on his next presentation. [40]

QUESTION 9: BUSINESS ROLES (TEAM PERFORMANCE AND CONFLICT MANAGEMENT) Businesses encourage employees to work in teams, which may lead to conflict sometimes. For this reason, it is important for businesses to familiarise themselves with the stages of team development. They should also find ways to deal with conflict and difficult people in the workplace. Write an essay on team performance and conflict management in which you address the following aspects:

• Describe FOUR stages of team development.
• Discuss the causes of conflict in the workplace.
• Explain how businesses could handle conflict in the workplace.
• Suggest ways in which businesses could deal with difficult people in the workplace. [40]

QUESTION 10: BUSINESS OPERATIONS (TOTAL QUALITY MANAGEMENT) Total quality management (TQM) enables businesses to strive for continuous growth and customer satisfaction. The effective implementation of TQM elements will enable businesses to keep abreast with changes and to reduce the cost of quality. Write an essay on total quality management (TQM) in which you address the following aspects:

• Outline the benefits of a good quality management system.
• Distinguish between quality control and quality assurance.
• Total client/customer satisfaction
• Continuous skills development
• Adequate financing and capacity
• Suggest ways in which TQM can reduce the cost of quality. [40]

TOTAL SECTION C:80 GRAND TOTAL:300

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Skills Development Act including the role of SETAs in supporting this Act Notes and Exam Questions Business Studies Grade 12

Skills Development Act including the role of SETAs in supporting this Act : Notes, Common Exam Questions and Answers Guide, Online Quizzes and Activities for Business Studies Grade 12 Revision Studies, from Macro Environment: Impact of Recent Legislations section. This content is under Term 1 as per the CAPS Curriculum.

On this page, grade 12 students learn and study for revision using REAL EXAM questions based on Skills Development Act including the role of SETAs in supporting this Act topic, using activities and engaging quizzes. Every South African grade 12 learner who wants to pass Business Studies subject with a distinction, needs to go through the valuable study resources on this page.

Skills Development Act including the role of SETAs in supporting this Act Business Studies Grade 12

Skills Development Act including the role of SETAs in supporting this Act:

The Skills Development Act of 1998  is an important piece of legislation in South Africa that aims to promote  skills development  and  training for individuals  in the workforce. This act has had a significant impact on the education and employment sectors in South Africa, and has played a key role in addressing the country’s skills shortage.

Nature and Purpose of  The Skills Development Act of 1998

The Skills Development Act is designed to promote and encourage skills development and training for individuals in the workforce. The act is intended to address the skills shortage in South Africa and to ensure that individuals have the necessary skills and knowledge to be successful in their careers. The act also aims to promote equity in the workplace and to address the historical imbalances in the education and employment sectors.

List of Key Provisions:

• Establishment of the Sector Education and Training Authorities (SETAs)
• Creation of the  National Skills Authority
• Implementation of learnerships and apprenticeships
• Recognition of prior learning (RPL)
• Provision of funding for skills development
• Establishment of the  National Qualifications Framework (NQF)
• Promotion of workplace skills plans and training committees

The Impact of the Skills Development Act

The Skills Development Act has had a significant impact on the education and employment sectors in South Africa.

• It has helped to  address the skills shortage by promoting skills development  and  training opportunities for individuals  in the workforce.
• The act has also helped to  promote equity in the workplace  by ensuring that individuals from historically disadvantaged backgrounds have access to the same training and development opportunities as their counterparts from more privileged backgrounds.
• Some examples of the impact of the Skills Development Act include the establishment of  SETAs , the creation of the National Skills Fund, and the implementation of learnerships and apprenticeships.

The Role that the Skills Development Act played in reversing the impact of apartheid

The Skills Development Act of 1998 has played a crucial role in reversing the impact of apartheid in South Africa by promoting skills development and training opportunities for previously disadvantaged individuals. Some key ways in which the act has helped to reverse the impact of apartheid include:

• Promotion of equity in the workplace:  The Skills Development Act promotes equity in the workplace by ensuring that individuals from historically disadvantaged backgrounds have access to the same training and development opportunities as their counterparts from more privileged backgrounds. This helps to level the playing field and promote a more equitable and just society.
• Recognition of prior learning:  The act recognizes the skills and knowledge that individuals may have acquired through informal learning and work experience, and allows them to be recognized and accredited through the National Qualifications Framework (NQF). This helps to ensure that individuals are not discriminated against based on their background or lack of formal qualifications.
• Establishment of SETAs:  The Sector Education and Training Authorities (SETAs) were established under the Skills Development Act to oversee and support the implementation of skills development programs in various industries. This helps to ensure that training programs are aligned with industry needs and that individuals are receiving the necessary skills and knowledge to be successful in their careers.
• Implementation of learnerships and apprenticeships:  The Skills Development Act has helped to increase the availability of learnerships and apprenticeships, which provide individuals with practical, on-the-job training and work experience. This helps to bridge the gap between theory and practice and provides individuals with valuable skills and knowledge.
• Provision of funding for skills development:  The act provides funding for skills development programs and initiatives, which helps to ensure that individuals from all backgrounds have access to training and development opportunities. This helps to promote a more inclusive and equal society.

Similarities and Differences between the Skills Development Act of 1998 and the Skills Development Levies Act of 1999

The Skills Development Act of 1998 and the  Skills Development Levies Act of 1999  are two important pieces of legislation that have had a significant impact on skills development and training in South Africa. Here are some of the key similarities and differences between these two acts:

Similarities:

• Both acts were implemented to promote and encourage skills development in South Africa
• Both acts aim to improve the quality of the workforce and promote economic growth
• Both acts require employers to contribute towards the training and development of their employees

Differences:

• The Skills Development Act focuses on the establishment of Sector Education and Training Authorities (SETAs) to promote skills development and training in specific industries, while the Skills Development Levies Act focuses on the collection and management of skills development levies by the South African Revenue Service (SARS)
• The Skills Development Act requires employers to spend a certain percentage of their payroll on training and development, while the Skills Development Levies Act requires employers to contribute a certain percentage of their payroll to the National Skills Fund, which is used to fund skills development initiatives
• The Skills Development Act places a greater emphasis on the involvement of workers and their representatives in the development of training programs, while the Skills Development Levies Act focuses more on the administrative aspects of collecting and managing levies.

While the Skills Development Act and the Skills Development Levies Act share many similarities in their objectives to promote skills development and training in South Africa, they differ in their approaches and emphasis on specific aspects of the skills development process.

Basic Guide to Skills Development Levies ACT

The Skills Development Levies Act (No. 9 of 1999) provides for the collection of levies from employers to contribute towards skills development in South Africa. Here is a basic guide to skills development levies in South Africa:

Who pays skills development levies?

All employers who are liable to pay Skills Development Levies (SDL) include companies, close corporations, and certain statutory bodies.

How is the levy calculated?

The levy is calculated at 1% of the total amount of remuneration paid by the employer to its employees in a particular month.

How are levies collected?

Levies are collected by the South African Revenue Service (SARS) on a monthly basis. Employers are required to submit a Skills Development Levy Return (SDL 201) to SARS each month.

What can levies be used for?

Levies can be used to fund the training of employees, as well as learnerships, apprenticeships, and other forms of workplace training. The levy can also be used to fund the activities of Sector Education and Training Authorities (SETAs).

Exemptions from paying levies:

In South Africa, there are certain employers who are exempt from paying Skills Development Levies (SDLs). These include:

• Public service employers:  Employers who are part of the public service, such as government departments and municipalities, are exempt from paying SDLs.
• Religious or charitable organizations:  Employers who are registered as religious or charitable organizations and who are exempt from paying tax in terms of Section 10(1)(cN) of the Income Tax Act are also exempt from paying SDLs.
• Employers with an annual payroll of less than R500,000:  Employers who have an annual payroll of less than R500,000 are exempt from paying SDLs.

It is important to note that although these employers are exempt from paying SDLs, they are still required to submit a Skills Development Levy Return (SDL 201) to the South African Revenue Service (SARS) on a monthly basis to confirm that they are exempt. Employers who are unsure about whether they are exempt from paying SDLs should consult with SARS or a qualified tax practitioner for advice.

Penalties for non-payment:

Failure to pay the SDL can result in penalties and interest charges being levied on the outstanding amount. Non-payment can also result in legal action being taken against the employer.

In summary, the Skills Development Levies Act is an important tool for ensuring that South African employers contribute towards the development of skills within their organizations and the broader economy. Understanding the requirements and obligations related to SDLs is essential for employers who want to comply with the law and maximize the benefits of workplace training and development.

The role of SETAs in supporting the Skills Development Act (SDA), 1998 (Act 97 of 1998).

The Skills Development Act (SDA), 1998 (Act 97 of 1998) is an important piece of legislation in South Africa, aimed at promoting the development of skills for the workforce. The act emphasizes the importance of skills development in enhancing the country’s economic growth and competitiveness. The role of the Sector Education and Training Authorities (SETAs) is critical in supporting the implementation of the Skills Development Act. In this article, we will explore the role of SETAs in supporting the Skills Development Act, and provide real examples in the South African context.

What are SETAs? SETAs are responsible for promoting and coordinating skills development within specific sectors of the economy. They work with industry stakeholders to identify skills needs and develop relevant training programs. SETAs also provide funding for learnerships, apprenticeships, and other training initiatives. SETAs are responsible for ensuring that training programs are aligned with industry needs, and that they meet the requirements of the Skills Development Act.

The role of SETAs in supporting the SDA SETAs play a crucial role in supporting the implementation of the Skills Development Act. Some of the key roles of SETAs include:

• Identifying skills needs:  SETAs work with industry stakeholders to identify skills gaps and shortages within specific sectors of the economy. This is done through research, surveys, and consultations with industry experts.
• Developing training programs : Once skills needs have been identified, SETAs are responsible for developing training programs that address these needs. These training programs are designed to be relevant, practical, and in line with industry standards.
• Providing funding:  SETAs provide funding for learnerships, apprenticeships, and other training initiatives. This funding is provided to employers who are willing to train and develop their employees.
• Quality assurance: SETAs are responsible for ensuring that training programs meet the requirements of the Skills Development Act. This includes ensuring that training providers are accredited, that assessments are fair and transparent, and that learners receive the necessary support to complete their training.

Examples of SETAs in South Africa

There are a number of SETAs in South Africa, each responsible for a specific sector of the economy. Some examples of SETAs in South Africa include:

• Agriculture Sector Education and Training Authority (AgriSETA) – responsible for skills development within the agricultural sector, including farming, forestry, and fishing.
• Banking Sector Education and Training Authority (BANKSETA) – responsible for skills development within the banking sector, including banking, microfinance, and financial services.
• Chemical Industries Education and Training Authority (CHIETA) – responsible for skills development within the chemical industries, including the production of chemicals, plastics, and pharmaceuticals.
• Construction Education and Training Authority (CETA) – responsible for skills development within the construction industry, including building, civil engineering, and construction management.
• Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) – responsible for skills development within the education and training industry, including training, coaching, and mentoring.
• Energy and Water Sector Education and Training Authority (EWSETA) – responsible for skills development within the energy and water sector, including electricity, gas, and water supply.
• Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA) – responsible for skills development within the textile, clothing, footwear, leather, and furniture manufacturing industries.
• Financial and Accounting Services Sector Education and Training Authority (FASSET) – responsible for skills development within the financial and accounting services industry, including accounting, auditing, and tax services.
• Food and Beverage Manufacturing Industry Sector Education and Training Authority (FoodBev SETA) – responsible for skills development within the food and beverage manufacturing industry, including food processing, packaging, and distribution.
• Health and Welfare Sector Education and Training Authority (HWSETA) – responsible for skills development within the health and welfare sector, including nursing, social work, and counselling.
• Insurance  Sector Education and Training Authority (INSETA) – responsible for skills development within the  insurance  industry, including insurance broking, underwriting, and claims assessment.
• Local Government Sector Education and Training Authority (LGSETA) – responsible for skills development within the local government sector, including municipal administration and public management.
• Manufacturing, Engineering and Related Services Sector Education and Training Authority (MERSETA) – responsible for skills development within the manufacturing and engineering sectors, including motor manufacturing, metal fabrication, and mechanical engineering.
• Media, Information and Communication Technologies Sector Education and Training Authority (MICT SETA) – responsible for skills development within the media, information, and communication technologies industries, including digital media, publishing, and broadcasting.
• Mining Qualifications Authority (MQA) – responsible for skills development within the mining industry, including mining operations, minerals processing, and metallurgy.
• Services Sector Education and Training Authority (Services SETA) – responsible for skills development within the services sector, including hospitality, tourism, and retail.
• Safety and Security Sector Education and Training Authority (SASSETA) – responsible for skills development within the safety and security industry, including policing, private security, and fire and rescue services.
• Transport Education and Training Authority (TETA) – responsible for skills development within the transport industry, including road transport, aviation, and maritime transport.
• Wholesale and Retail Sector Education and Training Authority (W&R SETA) – responsible for skills development within the wholesale and retail sector, including retail operations, wholesale distribution, and supply chain management.
• Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA) – responsible for skills development within the culture, arts, tourism, hospitality, and sport sectors, including event management, sports administration, and cultural heritage.

The Skills Development Act plays an important role in promoting the development of skills in South Africa. The role of SETAs in supporting the implementation of this act is critical. SETAs work with industry stakeholders to identify skills needs, develop relevant training programs, and provide funding for learnerships and other training initiatives. Examples of SETAs in South Africa include the Services SETA, the Manufacturing, Engineering and Related Services SETA, the Agriculture SETA, and the Health and Welfare SETA. By working together, the government, industry stakeholders, and SETAs can promote the development of skills and enhance the country’s economic growth and competitiveness.

The National Skills Development Strategy (NSDS) and the Human Resources Development Strategy (HRDS) 

The National Skills Development Strategy (NSDS) and the Human Resources Development Strategy (HRDS) are two complementary frameworks aimed at improving skills development in South Africa.

• Aims to promote the development of a skilled and capable workforce that can contribute to the country’s economic growth and development.
• Focuses on improving the quality and relevance of education and training, increasing access to learning opportunities, and promoting innovation in education and training.
• Seeks to strengthen the link between education and the workplace, as well as to increase the capacity of the skills development system.
• Aims to improve the alignment between education and training programs and the needs of the economy and the labour market.
• Focuses on the development of human resources as a key driver of economic growth and development.
• Seeks to ensure that education and training programs are relevant and responsive to the changing needs of the economy and the labour market.

Both frameworks recognize the importance of skills development in promoting economic growth and development. They emphasize the need to improve the quality and relevance of education and training, as well as to increase access to learning opportunities. Additionally, they highlight the importance of collaboration between government, industry, and other stakeholders in achieving their goals.

Overall, the NSDS and HRDS are important frameworks that provide a roadmap for skills development in South Africa. By working together to improve the quality and relevance of education and training, and to ensure that it meets the needs of the economy and the labour market, these frameworks can contribute to the country’s long-term economic growth and development.

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Writing Sample Essays

Write a unified, coherent essay about the increasing presence of intelligent machines. In your essay, be sure to: 

• clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective
• develop and support your ideas with reasoning and examples
• organize your ideas clearly and logically
• communicate your ideas effectively in standard written English

Your essay perspective may be in full agreement with any of those given, in partial agreement, or completely different.

Get more information about preparing for the writing test .

Sample Test Questions

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Skills and Workforce Development

When done right, skills development can reduce un- and underemployment, increase productivity, and improve standards of living. Investing in upskilling or reskilling people for jobs of the future makes economic sense.

Skills development is at the center of changes happening in education and labor markets amid the global mega trends , such as automation, action against climate change, the digitalization of products and services, and a shrinking labor force, which are changing the nature of work and skills demands. Consequently, skills and workforce development systems must proactively adapt to fast transformations posed by automation, climate action, digitalization, and the evolving labor markets.

These evolving trends will redefine the paradigms of education and workforce development systems globally. In the dynamic landscape of the modern global labor market, education and workforce development systems must become more personalized, accessible (allowing for remote and hybrid learning), and continuous along throughout workers’ careers– placing “ skills development” at the heart of these global transitions . Moreover, skills systems globally (and notably in LMICs) will need to adapt to the fact that many workers will engage in freelancing/informal jobs or self-employment that need to become more profitable, productive, and conducive for economic growth.

To succeed in the 21st century labor market, one needs a comprehensive skill set composed of: 

• Foundational and higher order skills , which are cognitive skills that encompass the ability to understand complex ideas, adapt effectively to the environment, learn from experience, and reason. Foundational literacy and numeracy as well as problem-solving, communication and informational analysis are cognitive skills. 
• Socio-emotional skills , which describe the ability to manage relationships, emotions, and attitudes. These skills include being able to navigate interpersonal and social situations effectively, as well as leadership, teamwork, self-control, and grit.
• Specialized skills , which refer to the acquired knowledge, expertise, and interactions needed to perform a specific task, including the mastery of required materials, tools, or technologies. Specialized technical and cognitive skills as well as entrepreneurship skills are included in this category. 
• Digital skills , which are cross-cutting and draw on all of the above skills, describe the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately.

Skills are a cornerstone for the green-digital transition . The development of skills can contribute to structural transformation and economic growth by enhancing employability and labor productivity and helping countries to become more competitive.

Yet, skills gaps are a main constraint , especially in LMICs, to achieve jobs rich economic growth for the digital and green transition. In this regard, most countries continue to struggle in delivering on the promise of skills development:

• There are huge gaps in basic literacy and numeracy of working-age populations, as 750 million people aged 15+ (or 18 percent of the global population) report being unable to read and write, with estimates being nearly twice as large if literacy is measured through direct assessments. Large-scale international assessments of adult skills generally point to skills mismatches as well as large variation in the returns to education across fields of study, institutions, and population groups.
• Megatrends such as automation, action against climate change, the digitalization of products and services, and a shrinking and aging labor force, will transform over 1.1 billion jobs in the next decade .
• About 450 million youth (7 out of 10) are economically disengaged, due to lack of adequate skills to succeed in the labor market.
• Over 2.1 billion adults need remedial education for basic literacy, numeracy, and socio-emotional skills.
• About 23 percent of firms cite workforce skills as a significant constraint to their operations. In some African and Latin American countries, this share rises to 40–60 percent.
• Most African and most South Asian countries do not have data on workforce skills.
• The global economy could gain an estimated US$6.5 trillion in the next seven years by closing workers' skills gaps, representing 5-6 percent of their GDP. Nonetheless, most countries invest less than 0.5 percent of the global gross domestic product in adult lifelong learning.

Moreover, the COVID-19 pandemic has brought the pre-crisis vision of equitable, relevant, and quality skills development into sharper relief, adding unforeseen urgency to the calls for reform and highlighting the huge costs of inaction. As a result of the pandemic, 220 million post-secondary students (est.) dropped out of school or lost training opportunities.

The key issues countries need to tackle for skills development are: 

• Access and completion . Across the world, investments in education and skills development—from preschool through post-secondary education to vocational training—have high returns. The wage penalty for low literacy is nine percentage points in Colombia, Georgia and Ukraine, and 19 percentage points in Ghana. And the opposite is also true: in Brazil, graduates of vocational programs earn wages about 10 percent higher than those with a general secondary school education. Still, provision of equitable access is a challenge in many low-income and middle-income countries.
• Adaptability : The rapid pace of technological advancements and evolving labor markets can make technical and specialized skills quickly outdated. On the contrary, transversal skills, such as critical thinking, problem-solving, and adaptability, will become more transferable and resilient to changes in the job market. Evidence shows that post-secondary graduates who possess adequate occupation-specific technical skills but lack strong foundational and transversal skills, often face challenges in adapting to work-related changes.
• Quality . Many young people attend schools without acquiring basic literacy skills, leaving them unable to compete in the job market. More than 80 percent of the entire working age population in Ghana and more than 60 percent in Kenya cannot infer simple information from relatively easy texts. For those who access technical and vocational training at secondary and post-secondary levels, returns can vary substantially by specialization and institution. In particular, technical and vocational training (TVET) systems in many countries face challenges related to quality assurance, resulting in perceptions of the vocational track being a second-best option compared to general secondary or tertiary education.
• Relevance. Technical and vocational education and training —which can last anywhere from six months to three years— can give young people, especially women, the skills to compete for better paying jobs. Nevertheless, more needs to be done in terms of engaging local employers to ensure that the curriculum and delivery of these programs responds to labor market needs.
• Efficiency. Challenges related to governance, financing, and quality assurance also impact the efficiency of skills development programs. The resulting unnecessarily high costs can limit opportunities for disadvantaged youth and adults to access these programs. The good news is that the evidence on what works and what does not in skills development, and for whom, is growing. At the World Bank Group (WBG), we support governments around the world in collecting data and designing, implementing, and learning from reforms and programs aimed at addressing the most fundamental challenges of skills development.  

To connect with our Skills community of 2100+ people interested in the field:

• Subscribe to the Skills4Dev Knowledge Digest ,  a newsletter that curates recent reports, papers, literature reviews, and blogs on the topic of skills and workforce development. Past issues are listed to the right under Resources.
• Sign up to receive event invitations to webinars on different Skills-related topics.

Last Updated: Feb 20, 2024

The World Bank (WB) is working with countries and multilateral development partners to ensure that individuals have access to quality education and training opportunities, while also supporting employers to locate the skills they need. It provides financial and analytical assistance to governments in a wide range of areas, from system and institutional development to more focused training programs. The WB is also engaged in program and policy research and analysis to improve skills interventions and measurement. 

At present, the World Bank is developing a set of global public goods:

• ActiVaR: the WB supports country teams in designing, implementing, and evaluating training using XR technologies for skills and workforce development. With support from the Government of Korea, with a grant from the Korea World Bank Partnership Facility , the WB launched the ActiVaR Program in Ecuador. ActiVaR is developing an XR training program to train young fishermen in the Caribbean to develop their blue economy productively and sustainably with top-of-the-art fishing and navigation technology. ActiVaR also promotes using virtual campuses to create more engaging hybrid learning experiences in the metaverse. The ActiVaR program has the potential to scale up globally. See more in Results .
• Digital Skills for Africa (DS4A): Set of tools to assess the demand and supply for digital skills, with a focus on Agrotech, post-secondary students, teachers, and healthcare workers. To assess the supply of digital skills, tools include not only assessments on digital skills, but also assessments on literacy and numeracy, and socio-emotional skills. On the other hand, the team is developing a set of data collection tools to assess the demand of digital skills in different sub-sectors of the economy, notably wage employment, small firms and informal workers, and agricultural workers.
• ETRI-VET: Adaptation of the EdTech Readiness Index –a WB tool that collects and reports information on institutions’ and systems’ readiness to use Edtech and conduct Hybrid for instruction– to assess the readiness of formal TVET and higher education institutions to skills and reskill youth in a time of digital transformation.
• TEACH-VET: Class observation instruments and pedagogical support for VET systems. These tools are intended to be used for formal TVET institutions and designed to help countries collect data on teaching and training practices to improve the quality of TVET systems.

To better understand skills development challenges and prioritize solutions, the WB also developed other effective tools:

• The  Skills Toward Employment and Productivity (STEP) program : it is a simple conceptual framework to help policymakers, analysts, and researchers think through the lifecycle approach to skills development (cognitive, socioemotional, and job-relevant skills) and to design programs that enhance productivity and promote economic growth.  The program uses household-based and employer-based surveys to facilitate collection of policy-relevant data to enable a better understanding of skill requirements in the labor market. 
• The Systems Approach for Better Education Results (SABER) Workforce Development program  helps countries strengthen their workforce development systems. The SABER Workforce Development (WfD) Policy Intent tool serves to benchmark country’s policies and institutions that affect the supply of and demand for skills, focusing on three functional dimensions: (a) strategy; (b) system oversight; and (c) service delivery.
• The   Training Assessment Project (TAP) is a survey tool that builds upon the SABER-WfD conceptual framework to assess and compare the readiness of training systems and institutions to prepare workers to find meaningful and relevant employment.

Recognizing the importance of skills in the global economy, the World Bank (WB) supports skills development through financing, policy advice, technical support, and partnership activities at the country, regional, and global levels. The World Bank is the most significant external financier of tertiary education and skills, with a close to $7 billion active lending portfolio invested in over 50 developing countries.

Some recent results include the following:

• Virtual and XR Laboratories: With support from the Government of Korea, with a grant from the Korea World Bank Partnership Facility , the WB launched the ActiVaR Program in Ecuador to support country teams in designing, implementing, and evaluating training using XR technologies for skills and workforce development. ActiVaR has helped six technical universities in Latin America develop virtual laboratories for workforce development, benefiting over 600 students annually. ActiVaR supported the creation of two new immersive training programs in auto-mechanics and industrial risk prevention . ActiVaR is developing an XR training program to train young fishermen in the Caribbean to develop their blue economy productively and sustainably with top-of-the-art fishing and navigation technology. ActiVaR also promotes using virtual campuses to create more engaging hybrid learning experiences in the metaverse. The ActiVaR program has the potential to scale up globally. Available evaluation results of the ActiVaR program indicate that immersive training can contribute to student learning by fostering student engagement and motivation and reducing training risks . Moreover, the team has recently published a short guide to inform decision-makers of the potential of using virtual and XR laboratories to enhance the learning experience of students participating in workforce development program.
• Studies and activities on digital skills : As part of the Digital Economy for Africa (DE4A) Initiative , the WB has developed a set of resources to support the digital transformation strategy for Africa prepared by the African Union (AU) . Publications include two methodological guidebooks to help countries in Africa prepare a Digital Skills Country Action Plan for higher education and technical vocational education (TVET). Other initiatives include the study on “ Digital Skills in Sub-Saharan Africa. Case Study: Spotlight on Ghana ”, from the International Finance Corporation (IFC).

In 2016-2020, the WB committed around 2 billion dollars to support this agenda. Some examples include: 

• STEP Skills Measurement Program : The WBG has supported implementation of household- and employer skills surveys in 17 countries, including  Albania ,  Armenia ,  Azerbaijan , Bosnia and Herzegovina,  Colombia ,  Georgia ,  Ghana , Kenya,  Kosovo ,  Lao PDR , Macedonia,  Philippines , Serbia,  Sri Lanka ,  Ukraine ,  Vietnam  and the  Yunnan Province in China .    
• SABER-Workforce Development (WfD) tools :  SABER-WfD  Policy Intent tool has been implemented in more than 25 countries around the world. The  Training Assessment Project  has been implemented in Albania, Kenya, and  Moldova , and is currently being implemented in several countries in and Europe and Central Asia.
• Dominican Republic:  In the Dominican Republic, the WBG and the Inter-American Development Bank successfully implemented a  Youth Training and Employment Program  that provided vocational and life skills training and on-the-job internships to poor, at-risk youth. An  impact evaluation of the program  showed that graduates, particularly women, were more likely to have a formal job and earn a higher income. Teenage pregnancy rates were also lower among participants. More than 38,000 at-risk youth, half of them women, benefited from the program, which was awarded Best Practices in Youth Policies and Programs in Latin America and the Caribbean by the WBG and the United Nations Development Program.
• Kenya : In Kenya, where youth unemployment is high, the  Youth Employment and Opportunities Project  is helping an estimated 280,000 young Kenyans develop in-demand skills and expand their opportunities. The project includes results-based contracts conditional on youth placement in internship and then employment, to encourage engagement of training providers with private sector employers. The project also supports self-employment by financing and training micro-enterprises as well as young firms with high growth potential, improves access to labor market information, and strengthens youth policy development.
• Afghanistan : The WB supported Afghanistan’s TVET Authority in the development of an Alternative Learning Plan to ensure its 60,000 students can stay connected to the TVET system during the COVID-19 pandemic. The plan, supported under the  Second Afghanistan Skills Development Project , adapted many of the global good practices to the Afghan context – emphasizing simplicity for quick roll out, localized solutions to account for realities on the ground, and provision through multiple modalities to reach and meet the needs of heterogeneous, hard-to-reach student groups.
• Bangladesh : The $190 million  Skills and Training Enhancement Project  for Bangladesh supported selected public and private training institutions to improve training quality and employability of more than 700,000 trainees, with special considerations for learners from disadvantaged socioeconomic backgrounds. Importantly, the project achieved almost universal program completion, doubling it from the initial 50%, boosted female enrollment from 5% to 32%, and raised the pass rates of disadvantaged students for project-sponsored diploma programs from 55% to 92.5%. 
• Liberia : The  Youth Opportunities Project  helps empower poor and vulnerable youth to improve their income-generating potential. Over 10,000 youth, half of whom are women, have so far received training in entrepreneurship and life skills (such as socioemotional skills, health and hygiene, and money management), improved agriculture techniques, as well as labor subsidies to engage in communal farming. The beneficiaries are mostly located in hard-to-reach rural parts of the country. This support has allowed these youth to have productive employment, engage in other income-generating activities, and contribute to the development of their communities.
• East Africa : The $293 million  Skills for Transformation and Regional Integration Project (EASTRIP)  project aims to increase the access and improve the quality of TVET programs in selected Regional Flagship TVET Institutes in Kenya, Tanzania, and Ethiopia, and to support regional integration in East Africa. Overall, the project aims to benefit close to 60,000 students, with female students making up at least 30 percent of the enrollment. More than 300 staff will benefit from industrial attachment programs and over 200 staff will benefit from foreign exchange program.  

The TES program draws on the proven in-country experience, evidence, and knowledge of World Bank Formal Technical and Vocational Education and Training (TVET), Youth and Adult Learning , and Higher Education to identify, innovate, and mitigate global skills and learning crises. TES program activities fall under two components: global public goods to develop analytical and diagnostics tools that help address gaps and reform opportunities of TES-related systems and institutions (World Bank-executed); and targeted country support to design, implement, and evaluate TES-related policies and programs (World Bank- or Recipient-executed). The activities financed will be guided by five cross-cutting themes ( TES Themes ): (1) Advancing 21st Century Skills and Employability; (2) Promoting Research, Innovation, and Adaptation; (3) Prioritizing Equity and Inclusion; (4) Ensuring Strong Institutions; and (5) Leveraging Transformative Technologies (EdTech).

The WB continues to foster global partnerships to improve skills development around the world. Some recent examples include:

During the COVID-19 pandemic, the World Bank partnered with the  International Labour Organization  (ILO) and  UNESCO  on understanding the responses of TVET providers, policymakers, and social partners as well as enterprises and sharing lessons learned. Building on this effort, the three organizations are currently engaged in an inter-agency initiative to gather evidence on how to build better TVET systems .

The World Bank also engages with the  WorldSkills  organization, which works to raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth and personal success.

Given the importance of measuring knowledge and skills, the World Bank is partnering with  UNESCO Institute of Statistics (UIS) ,  UNICEF and UNICEF’s Generation Unlimited   Organisation for Economic Co-operation and Development (OECD) ,  International Association for the Evaluation of Educational Achievement (IEA) , and  UNESCO Institute for Lifelong Learning (UIL)  to explore how learning can be measured through the lifecycle by integrating short modules into multi-topic household surveys. This is also building on the history of collaboration between the World Bank and OECD on aligning the literacy measures of the  STEP Skills Measurement Program  to those of OECD  Programme for the International Assessment of Adult Competencies (PIAAC) . 

Solutions for Youth Employment (S4YE)  is a multi-stakeholder global program housed in the Jobs Group of the Social Protection and Jobs Global Practice of the World Bank. It focuses on curating and learning from new innovations and “solutions” in the design of youth employment programs, with a focus on technology, gender and private sector. S4YE’s partner network includes over 40 private companies (S4YE Private Sector Advisory Council), a network of 44 high-potential and innovative youth employment projects (S4YE Impact Portfolio), a group of 17 talented and enterprising global youth (S4YE Youth Advisory Group) that provide youth voice on the design of youth employment programs of S4YE and the World Bank; and a network of 150 World Bank youth employment projects in 69 countries, led by different Global Practices.

Social Protection

Choosing our Future: Education for Climate Action

Program:   Tertiary Education & Skills (TES)

Story: Shaping the skills and jobs of youth in Mozambique: Technical and vocational training

Publication: Fostering Foundational Skills in Thailand: From a Skills Crisis to a Learning Society

Story:  In Ecuador, Artificial Intelligence Makes Learning Math Easier

Publication:  Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries

Story:  Skills development in the time of COVID-19: Taking stock of the initial responses in technical and vocational education and training

Report:  TVET systems’ response to COVID-19: Challenges and opportunities

Report:  The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability

Brief:  Partnering for Skills Development in East Asia and athe Pacific

Skills4Dev Knowledge Digests

June 2024 | AI for Skills Development

May 2024 | TVET Financing

April 2024 | Digital Skills Training

March 2024 | Information Interventions

December 2023 | Digital Skills

October 2023 | VET Teachers

September 2023 | Formal TVET

Special Edition | Knowledge Pack: Virtual and XR Labs for Workforce Development

June 2023 | Foundational Skills

May 2023 | Socioemotional Skills

April 2023 | Global Healthcare Workers

March 2023 | Career Guidance

February 2023 | EdTech for TVET

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Additional Resources

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