AGRICULTURAL SECTOR SKILLS PLAN 2019-2020 SSP AGRISETA 2019-2020... · Engagement, 2016) buttress...

August 2018

AGRICULTURAL SECTOR SKILLS PLAN

2019-2020

Prepared on behalf of the Sector by AgriSETA for submission to the Department of Higher Education and Training

i

AUTHORISATION AND OFFICIAL SIGN-OFF

We, the undersigned, hereby certify that this Final Draft Sector Skills Plan:

• Was developed by the management of AgriSETA under the guidance of the AgriSETA

Accounting Authority and in consultation with the Department of Higher Education and

Training;

• Was informed by extensive literature reviews, data analysis and research;

• Takes into account all the relevant policies, legislation and other mandates for which

AgriSETA is responsible;

• Involved representative stakeholder consultations; and

• Accurately reflects the findings in terms of skills gaps within documented limitations to

inform strategy planning and performance priorities.

For more information, please contact:

AgriSETA House

Address: 529 Belvedere St, Arcadia, Pretoria, 0002

Phone: 012 325 165

Fax: 012 325 1677

Email: [email protected]

mailto:[email protected]

ii

FOREWORD

outh Africa has a dual agricultural economy spanning subsistence and commercial interests.

These two constituencies have differing skills requirements and AgriSETA is required to serve

both. In order to accurately serve the skills needs of the Agricultural sector, AgriSETA requires an

updated Sector Skills Plan (SSP) for 2019/2020, including an occupational shortages and skills

gaps list which is aligned to government priorities and strategic frameworks. This document lays

out these priorities and identifies the skills needs of the sector.

It was found that commercial farmers require high level technical skills for managerial

positions, and improved Adult Education and Training (AET) and Recognition of Prior Learning

(RPL) for their unskilled workforce. Co-operatives require partnerships (with big business,

government departments, other SETAs and industry bodies) that are targeted at helping co-

operatives develop into proper businesses with access to finance, corporate governance and

business management skills.

The skills mismatch identified in this SSP points out that neither of these constituents outlined

above currently fully benefits from existing AgriSETA learnerships. Unskilled workers are, on the

whole, not eligible for lower level NQF AgriSETA learnerships because they do not have the

requisite basic literacy and numeracy skills, or require RPL to be launched onto a career

development path. This unskilled workforce spans commercial and subsistence farming. AgriSETA

provides sufficient lower level NQF interventions; however commercial enterprises require

technical skill for managerial and scientific positions, which should be catered for in the form of

mentorships and bursaries. The research supporting these findings is contained in this document.

S

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ABBREVIATIONS AND ACRONYMS

ABBREVIATION/ACRONYM DESCRIPTION

AASA Aquaculture Association of South Africa

AFASA African Farmers Association of South Africa

AGOA African Growth and Opportunity Act

AGRISETA Agricultural Sector Education and Training Authority

APAP Agricultural Policy Action Plan

ATR Annual Training Report

BSASA Bivalve Shellfish Farmers Association of South Africa

BMI Business Monitor International

CoS Centres of Specialization

DAFF Department of Agriculture, Fisheries and Forestry

DHET Department of Higher Education and Training

DRDLR Department of Rural Development and Land Reform

DTI Department of Trade and Industry

FETMIS Further Education and Training Management Information

System

GDP Gross Domestic Product

HEMIS Higher Education Management Information System

HSRC Human Sciences Research Council

HTFV Hard To Fill Vacancies

IGDP Integrated Growth Development Plan

IDP Integrated Development Plan

IPAP Industrial Policy Action Plan

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IRR Institute of Race relations

KZN KwaZulu-Natal

MAFISA Micro Agricultural Financial Institution of South Africa

MFFASA Marine Finfish Farmers Association of South Africa

MTF Mpumalanga Trout Forum

NAFU National African Farmers Union

NAMC National Agricultural Marketing Council

NDP National Development Plan

NERPO National Emergent Red Meat Producers Organization

NGP New Growth Path

NEETS Not in Employment, Education or Training

NSDS III National Skills Development Strategy III

NSFAS National Students Financial Aid Scheme

QLFS Quarterly Labour Force Survey

QCTO Quality Council for Trade and Occupations

RPL Recognition of Prior Learning

SAAA South African Aquaculture Association

SACAU Southern African Confederation of African Unions

SADC Southern African Development Community

SAIVCET South African Institute for Vocational Continuing

Education and Training

SAQA South African Qualifications Authority

SARS South African Revenue Service

SDA Skills Development Act

SIC Standard Integrated Project

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SIP Standard Industrial Classification

SSP Sector Skills Plan

SIZA Sustainability Initiative of South Africa

STATSSA Statistics South Africa

TAUSA Transvaal Agricultural Union South Africa

TLUSA Farmers Union

TVET Technical Vocational Education and Training

WAVMA World Aquatic Veterinary Medical Association

WCTA Western Cape Trout Association

WSP Workplace Skills Plan

WTO World Trade Organization

vi

TABLE OF CONTENTS

Authorisation and official sign-off ................................................................................................. i

Foreword ..................................................................................................................................... ii

Abbreviations and acronyms ....................................................................................................... iii

LIST OF TABLES AND FIGURES .....................................................................................................viii

EXECUTIVE SUMMARY ................................................................................................................ ix

RESEARCH PROCESS AND METHODS ............................................................................................. x

1.Document review ...................................................................................................................... xii

2.Scarce and PIVOTAL List Formulation....................................................................................... xiii

2.1. Scarce skills and skills gaps list was generated through: ....................................... xiii

2.2. Pivotal list was generated through:........................................................................ xiii

3.Summary of Key findings .......................................................................................................... xiii

Chapter 1: Sector Profile .............................................................................................................. 1

1.INTRODUCTION .......................................................................................................................... 1

1.1.SCOPE OF COVERAGE .............................................................................................................. 1

1.2.KEY ROLE-PLAYERS................................................................................................................... 4

1.3.ECONOMIC PERFORMANCE .................................................................................................... 7

1.4.EMPLOYER PROFILE ................................................................................................................. 9

1.5.LABOUR MARKET PROFILE .................................................................................................... 10

1.5.1. Provincial distribution of employees .................................................................... 11

1.5.2. Gender .................................................................................................................. 11

1.5.3. Race ...................................................................................................................... 12

1.5.4. Age ........................................................................................................................ 12

1.5.5. Occupational categories ....................................................................................... 13

1.6.CONCLUSION ......................................................................................................................... 13

Chapter 2: Key Skills Issues ......................................................................................................... 14

2.INTRODUCTION ........................................................................................................................ 14

2.1.Change Drivers ...................................................................................................................... 14

2.2.PESTEL ....................................................................................................................... 16

2.3.ALIGNMENT WITH NATIONAL STRATEGIES AND PLANS ....................................................... 18

Chapter 3: Occupational Shortages and Skills Gaps ..................................................................... 21

3.INTRODUCTION ........................................................................................................................ 21

3.1.Occupational shortages and skills gaps ................................................................................. 22

3.2. Extent and Nature of Supply ................................................................................................ 32

3.2.2 Supply challenges experienced by firms ............................................................................ 38

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3.3. PIVOTAL List .......................................................................................................................... 38

3.4.Conclusion ............................................................................................................................. 41

Chapter 4: Sector Partnerships ................................................................................................... 42

4.INTRODUCTION ........................................................................................................................ 42

4.1.EXISTING PARTNERSHIPS ....................................................................................................... 42

4.2.NEW PARTNERSHIPS .............................................................................................................. 46

4.3.PARTNERSHIPS AT SUB-SECTORAL LEVEL .............................................................................. 47

4.4.CONCLUSION ......................................................................................................................... 51

Chapter 5: Skills Priority Actions ................................................................................................ 53

5.INTRODUCTION ........................................................................................................................ 53

5.1.Findings from previous Chapters ........................................................................................... 53

5.2.Recommended Actions ......................................................................................................... 55

5.2.1. Policy provisions that create incentives to support rural skills development ..... 55

5.2.2. Support co-operatives in corporate governance and enterprise development .. 56

5.2.3. Mentorship and career pathways clearly mapped to support equity and youth development .................................................................................................................. 57

5.2.4. Improve the quality of skills supply to the sector ................................................ 57

5.2.5. Establish a cross-cutting focus (on green knowledge and animal and plant health) in all skill provisions ........................................................................................... 58

5.3.CONCLUSION ......................................................................................................................... 58

Bibliography .............................................................................................................................. 59

viii

LIST OF TABLES AND FIGURES

TABLES

Table 1:RESEARCH PROCESS AND METHODS ................................................................................................... x Table 2: STAKEHOLDERS CONTACTED FOR SURVEYS AND INTERVIEWS ......................................................... xv Table 3: SECONDARY SOURCES OF DATA ....................................................................................................... xv Table 4: ACTIVITIES WITHIN THE AGRICULTURAL SECTOR BY SIC CODE ........................................................... 2 Table 5: KEY AGRICULTURAL ROLE-PLAYERS .................................................................................................... 4 Table 6:DISTRIBUTION OF EMPLOYEES BY PROVINCE IN AGRICULTURE, FISHERIES AND FORESTRY .............. 11 Table 7: CHANGE DRIVERS ............................................................................................................................. 14 Table 8:PESTEL FOR SECTOR .......................................................................................................................... 16 Table 9:SMALL-EMERGING FARMERS AND CO-OPERATIVES HTFVS ............................................................... 22 Table 10:COMMERCIAL ENTERPRISES’ HTFVS ................................................................................................ 24 Table 11:TOP EMERGING SUBSECTOR SKILLS GAPS AND FUTURE OCCUPATIONAL SHORTAGES .................... 30 Table 12:SCARCE SKILLS AND SKILLS GAPS LIST ............................................................................................. 31 Table 13:EMPLOYEES TRAINED BY OCCUPATIONAL CATEGORY AND GENDER ............................................... 35 Table 14:HIGHER EDUCATION AND TRAINING INSTITUTES ............................................................................ 36 Table 15:COLLEGES OF AGRICULTURE ............................................................................................................ 37 Table 16:THE AGRISETA 2019/20 PIVOTAL LIST .............................................................................................. 39 Table 17:SECTOR PARTNERSHIPS ................................................................................................................... 43 Table 18:EXISTING PARTNERSHIPS BY SUB-SECTOR ....................................................................................... 47 Table 19:POLICY PROVISIONS SKILLS PRIORITY ACTIONS ............................................................................... 56 Table 20: CO-OPERATIVE SKILLS PRIORITY ACTIONS ...................................................................................... 56 Table 21:MENTORSHIP AND CAREER PATHWAY SKILLS PRIORITY ACTIONS .................................................. 57 Table 22:QUALITY OF SKILLS SUPPLY SKILLS PRIORITY ACTIONS .................................................................... 57 Table 23:GREEN KNOWLEDGE SKILLS PRIORITY ACTIONS .............................................................................. 58

FIGURES Figure 1: DISTRIBUTION OF AGRICULTURAL ENTITIES BY SUBSECTOR .............................................................. 3 Figure 2: CONTRIBUTION TO GDP BY SECTOR, Q4 2017 ................................................................................... 7 Figure 3:PROVINCIAL DISTRIBUTION OF EMPLOYERS REGISTERED WITH AGRISETA ........................................ 9 Figure 4:GENDER DISTRIBUTION OF LABOUR IN THE AGRICULTURAL SECTOR ............................................... 11 Figure 5: Employees by race........................................................................................................................... 12 Figure 6:EMPLOYMENT CATEGORIES WITHIN LARGE ORGANISATIONS ......................................................... 13 Figure 7:UNIVERSITIES THROUGHPUT FOR AGRICULTURAL STUDENTS GRADUATING IN 2013-2014 ............. 33 Figure 8: NUMBER OF POST-SCHOOL GRADUATES IN AGRICULTURAL SECTOR .............................................. 33 Figure 9: SKILLS DEVELOPMENT INTERVENTIONS........................................................................................... 34

ix

EXECUTIVE SUMMARY

griSETA requires an updated occupational shortages and skills gaps list, aligned to

government priorities and strategic frameworks, in response to needs identified by the

Agricultural sector. There is a need to understand how the current skills gaps lists match the

needs of the Agricultural sector and how AgriSETA might facilitate relevant skills and

educational opportunities to address the occupational shortages and skills gaps identified.

This 2019-2020 Sector Skills Plan (SSP) aims to address five key objectives:

1. Provide a profile of the Agricultural sector which outlines economic indicators and

trends in the sector, including employer and employee trends;

2. Identify key skills issues in the agricultural sector by highlighting the macro socio-

economic factors that impact on the demand for skills. In this regard, change drivers

were identified and their articulations with national policy and strategy elaborated

upon;

3. Analyse the skills demand and supply trends in the agricultural sector to identify

potential skills mismatches. This analysis resulted in the formulation of the scarce and

pivotal skills lists;

4. Agricultural sector partnerships were determine and evaluated on how they can be

improved, as well as demonstrate ‘best practice’ with regard to partnering.

5. Identify skills priorities and actions as necessary steps to be taken in offering

stakeholders the support they need to address skills challenges in the agricultural

sector.

A

x

RESEARCH PROCESS AND METHODS

Sample size

4693 stakeholders were reached in the formulation of this SSP. This number comprised of AgriSETA members, members of co-operatives, subsector committee members representing levy payers, key industry players, existing & potential partners, as well as agricultural training institutions. In addition, key information was derived from AgriSETA through internal consultation

Of those in the farming industry who responded to the survey, 12% were co-operative farmers, 13% were small & emerging farmers and 75% were commercial farmers. Thus, the PIVOTAL list generated in this SSP caters for the needs of commercial farming & favours the responses of top AgriSETA levy payers.

Time frame of the study

The study took about 8 months to complete, including qualitative document analysis, quantitative survey & interviews, data analysis, synthesis, & triangulation.

Data collection tool/s

Data collection instruments was done through Internet data and unstructured interviews.

Such as pre-post survey questionnaire, qualitative survey questionnaire, quantitative survey questionnaire, large focus group questionnaire & subsector focus group questionnaire were utilized throughout the study.

Quantitative research study employed the survey questionnaire as a data collection tool. Qualitative research studies employed interviews & document analysis as data collection tools. Quantitative survey gathered data on the unskilled, skilled & generic occupational shortages & skills gap. Qualitative interviews (primary data) & document analysis (secondary data) established the occupational skills shortages & emerging skills needs in the 11 agricultural subsectors. Secondary data collection included an analysis of the 1700 WSPs & ATRs submitted in 2016. This only represents 8.6% of the total 19834 registered with AgriSETA. HEMIS data provided a snapshot of the throughput of graduates in the agricultural sector.

Document review established the economic performance & trends by subsector, geographical concentration & employers. Government policy & strategy documents, as well as the key statistical & industry publications, were also reviewed.

The research process and methods are presented in the following table:

Table 1: RESEARCH PROCESS AND METHODS

Research topic/s Research

question/s

Objective/s

of the study

Research

method/s

Nature of

the study

Findings

1. Sector

profile

How does the

economy,

enterprises and

labour look within

the sector?

Understandin

g the

economy,

enterprises

and labour

Desktop

research

Sector

profile

Included

gathering

empirical

evidence

Sector

profile was

analysed.

Chapter 1

xi

within the

sector.

using

primary

data

sources, as

well as

undertaking

theoretical,

desktop

research

using

secondary

data

sources.

2. Skills issues

& demands

What are the key

skills shortages &

demands with

regard to

unskilled, skilled,

generic subsector

occupations &

emerging skills

needs in the

agricultural

sector?

Identify the

key skills

shortages &

demands

with regard

to unskilled,

skilled,

generic

subsector

occupations

& emerging

skills needs in

the

agricultural

sector.

Quantitative

research was

used to

identify the

agricultural

skills issues &

demands.

For skills

issues &

demands

and

occupation

al shortages

& emerging

skills needs

quantitativ

e &

qualitative

data was

gathered

using a

purposive

sampling

method.

Purposive

sampling

was used to

identify

stakeholder

s from

whom

specific

information

is required.

Key skills shortages & demands with regard to unskilled, skilled, generic subsector occupations & emerging skills needs in the agriculture sector Identified. Chapter 2

3. Occupationa

l shortages

& emerging

skills needs

What are the

occupational

shortages &

emerging skills

needs in the 11

subsectors of the

agricultural

sector?

Establish the

occupational

shortages &

emerging

skills needs in

the 11

subsectors of

the

agricultural

sector.

Qualitative

research was

used to

establish the

occupational

shortages &

emerging

skills needs in

the

agricultural

sector.

Occupation shortages & emerging skills needs in the 11 subsectors of the agriculture sector established. Chapter 3

xii

4. Sector

partnerships

Who are the key

partners &

potential partners

in the sector?

Identify key

AgriSETA

partnerships

Desktop

research, &

large focus

group &

subsector

focus group

questionnaire

s.

Recent

information

on sector

partnership

was

gathered.

Key & potential sector partnerships were identified. Chapter 4

5. Skills

priority

actions

What are the

skills priority

actions to be

taken?

Identify skills

priority

actions

Desktop

research, &

large focus

group &

subsector

focus group

questionnaire

s.

Synthesis of

findings of

the

previous

chapters.

Skills

priority

actions

were

identified.

Chapter 5

WORKPLACE SKILLS SURVEY

Research

topic/s

Objective/s of

the study

Research

method/s

Sample size Time

frame of

the study

Findings

Improvement of

labour market

intelligence

Establishing a

credible,

institutional

mechanism for

skills planning

quantitative

research

administerin

g of survey

11 of sub-

sector

committees

1 Month

and 21

days

Key skills issues and Occupation shortages & emerging

skills

needs in

the 11

subsectors

1. DOCUMENT REVIEW

A document review was conducted to establish the economic performance and trends by

subsector, geographic concentration and employers. Government policy and strategy

documents, as well as the key statistical and industry publications, were reviewed and these are

included in the bibliography. A thematic analysis was conducted to synthesise the key economic,

policy and training issues affecting the agricultural sector, to identify key skills issues.

xiii

2. SCARCE AND PIVOTAL LIST FORMULATION

The scarce skills, skills gaps and pivotal skills lists were arrived at through secondary data

analysis and the numbers made available in previous Sector Skills Plans.

2.1. Scarce skills and skills gaps list was generated through:

Identifying hard-to-fill vacancies based on the results of previous Sector Skills Plans,

triangulated with 2015/16 and 2016/17 WSP data, as well as surveys sent to all the

AgriSETA levy payers, non-levy payers, small-scale farmers and agricultural sub-

subsector committee members. Further information was obtained through interviews

with the top levy payers and key industry stakeholders to corroborate these findings.

An analysis of graduate completion rates compared against hard-to-fill vacancies

identified through stakeholder engagements.

2.2. Pivotal list was generated through:

An analysis of employer commitment to train in specific occupational areas as per the

WSP submissions, in comparison with the hard-to-fill vacancies, thus determining

where additional training is needed that industry has not yet, or is unable to, respond

to.

These analyses corroborated the existing top ten scarce skills list and are discussed in

chapter 3. They provide an indication of the imbalances in the sector at national

qualification and occupational level. They also provide an indication of the volume of

skills formation in the workplace and through training providers (Powell & Reddy,

2015).

3. SUMMARY OF KEY FINDINGS

South Africa has a dual agricultural economy spanning subsistence and commercial

interests. AgriSETA is required to fairly serve both these constituencies despite deriving

the bulk of its income from top levy players who are a minor proportion of the sector

as a whole. The top levy payers’ contributions justifies their skills needs be catered for,

but there is also an equal democratic imperative to support subsistence farmers and

rural development for the sake of improved livelihoods and food security.

These two constituencies have differing skills requirements. Commercial farmers

require high level technical skill for managerial positions, and improved AET and RPL

for their unskilled workforce. While co-operatives require partnerships (with big

business, government departments, other SETAs and industry bodies) that are targeted

at helping co-operatives develop into proper businesses with access to finance,

corporate governance and business management skills. These should be provided in

the form of mentorships which fall beyond traditional SETA learnerships.

It appears that the skills mismatch in the agricultural sector is that neither of these

constituents currently fully benefits from existing AgriSETA learnerships. There is a

group of unskilled workers who are not eligible for lower level NQF AgriSETA

learnerships because they do not have the requisite basic literacy and numeracy skills,

xiv

or require RPL to be launched onto a career development path. This unskilled

workforce spans commercial and subsistence farming. AgriSETA provides sufficient low

to medium level NQF interventions, while agricultural colleges and higher education

institutions provide medium to high level skills required by commercial enterprises.

xv

TABLE 2: STAKEHOLDERS CONTACTED FOR SURVEYS AND INTERVIEWS

Who we contacted

Demand

AGRISETA members 3 983 Surveyed 4 145 stakeholders Co-operatives 113

Subsector committee members 49

Top levy payers 7 Surveyed 25 key role players

Key industry players 12

Existing partners (DRDLR, DAFF, DoL, Co-ops)

4

Potential partners 2

Supply Agricultural training institutes 523 Surveyed 523 training institutions

Total stakeholders contacted 4 693

The sources of the secondary data analysis are captured in Table 3 below:

TABLE 3: SECONDARY SOURCES OF DATA

Source

Analysis

Demand Review of WSP and ATR submissions

Training undertaken & projected by members 2015/16 - 2016/17

Supply Review of AGRISETA and SAQA qualifications

Number of training providers by qualification

Review of HEMIS data Throughput of graduates in agricultural sector

1

CHAPTER 1: SECTOR PROFILE

1. INTRODUCTION

Chapter 1 provides an overview of the agricultural sector in South Africa by describing five broad

sections. The first section deals with the scope of the agricultural sector’s coverage of constituent members. The second section describes the AgriSETA stakeholders and key role-players in the sector. The third section expands on the economic performance of the agricultural sector and details how the sector contributes to the broader South African economy. The fourth section explores the employer profile which is based on the submitted ATR 2016/17 & WSP 2017/18 data, supplemented with data from Statistics South Africa’s Quarterly Labour Force Surveys. Finally, the fifth section provides a labour market profile, where the number and demographics of people employed in the sector are provided. This chapter is intended to set the scene for the skills issues delved into in subsequent chapters.

1.1. SCOPE OF COVERAGE

Agriculture, in relation to skills development in the sector, only includes agricultural activities concerned with resource production (primary) and some primary processing of food, aquaculture and growing of trees as a secondary crop by farmers (secondary). The sector is divided into 41 subsectors that are classified according to their agricultural and economic focus. The table below highlights the 11 subsectors and their Standard Industrial Classification (SIC) codes, as well as their focus areas.

2

TABLE 4: ACTIVITIES WITHIN THE AGRICULTURAL SECTOR BY SIC CODE

Subsector SIC Code SIC Description

SEED 11140 Seed production and marketing

PEST CONTROL 99003 Pest Control

FIBRE 30118 Grading, ginning and packing of wool and cotton raw material

TOBACCO 11142 Manufacture of tobacco products

62208 Processing and dispatching of tobacco

POULTRY 11220 Other animal farming, production of animal products (not elsewhere classified)

11221 Ostrich farming

30114 Poultry and egg production including the slaughtering, dressing and packing of poultry

AQUACULTURE 13000 Fishing, operation of fish hatcheries and fish farm

Milling, Pet Food & Animal Feed

30311 Manufacture of flour and grain mill products, including rice and vegetable milling, grain mill residues

30330 Manufacture of prepared animal feeds

30331 Manufacture of pet foods

30332 Manufacture of starches and starch products

SUGAR 11122 Sugar plantation including sugar cane and sugar beet etc.

30420 Manufacture of sugar including golden syrup and castor sugar

HORTICULTURE 11120 Growing of Vegetables, Horticultural specialties and nursery products

11121 Growing of Vegetables, Horticultural specialties (Including Ornamental Horticulture) and nursery products.

11130 Growing of fruit, nuts, beverage, and spice crops.

11301 Growing of coffee and tea including coconuts, cocoa, nuts, olives, dates, etc.

12109 Growing of trees as second crop by farmers

30132 Fruit packed in cartons, fruit juice concentrate drummed and fruit juice in container ready for consumption

30133 Fruit exporters and importers

30493 Processing and marketing of coffee and tea including coconuts, cocoa, nuts, olives, dates, etc.

62112 Service to nut farmers and companies

GRAINS & CEREALS

11110 Growing of Cereals and other crops (not elsewhere classified)

30300 Manufacture of grain mill products and starches

30313 Handling and storage of grain

61502 Wholesale & retail trade in Agricultural machinery

62111 Sale and distribution of Agricultural raw materials and other farming inputs

RED MEAT 11141 Production and animal products (not elsewhere classified)

11210 Farming of cattle, sheep, goats, horses, asses, mules, and hinnies; Dairy farming.

3

11222 Game farming

11300 Growing of crops combined with farming of animals (Mixed farming)

11400 Agricultural and animal husbandry services, except veterinary activities

11402 Other animal farming (not elsewhere classified)

30115 Production, sale & marketing of Agricultural by products (e.g. bones, hides)

30117 Slaughtering, dressing and packing of livestock, including small game for meat and processing of ostrich products

61210 Wholesale trade in Agricultural raw materials and livestock

74136 Transport of livestock as supporting activity

87120 Agricultural and livestock research

Source: AgriSETA, 2016.

These subsectors are classified into 11 subsector committees, which represent their industry interests to AgriSETA. They include: 1) Milling, Pet Food and Animal Feed; 2) Seed; 3) Sugar; 4) Pest Control; 5) Tobacco; 6) Aquaculture; 7) Grains and Cereals; 8) Fibre; 9) Poultry; 10) Red Meat; and 11) Horticulture. The graph below indicates the relative size of membership numbers by subsectors, as captured in the AgriSETA member database for 2016.

FIGURE 1: DISTRIBUTION OF AGRICULTURAL ENTITIES BY SUBSECTOR

Source: AgriSETA member database, 2016

AgriSETA generates its revenue from Skills Development levies. Currently, there are only 19,834 employers registered with AgriSETA, while there are reportedly over 40,000 commercial farmers registered for Value Added Tax (VAT) in the sector. This means that just under half of commercial farming units are contributing towards skills development in the sector, placing a fair degree of strain on available resources. In order for skills development interventions to reach a broader base, multiple resources need to be channelled into skills development interventions.

Tobacco (0%)

Pest control (1%)

Seed (1%)

Sugar (1%)

Milling, Petfood, Animal Feed (2%)

Poultry (2%)

Aquculture (5%)

Fibre (9%)

Grains and Cereals (10%)

Horticulture (24%)

Red meat (45%)

4

1.2. KEY ROLE-PLAYERS

There are a number of public and private key role-players in the agricultural sector which contribute towards its functioning, including: national government departments, sector representatives and industry bodies. For the sake of brevity, the table below groups these role-players according to their strategic contribution to the sector. Please note that while as comprehensive as possible, this list is not exhaustive. TABLE 5: KEY AGRICULTURAL ROLE-PLAYERS

Strategic contribution

Department or organisation

Relevance to agricultural skills development

Skills Development and Research

Department of Basic Education

Quality of education of entrants to labour market, career awareness programmes to expose agriculture as a possible career choice

Department of Higher Education and Training

Responsible for TVETs, HETs, agricultural colleges and skills development. Sets the national skills development agenda through regulation of SETAs.

Statistics SA Provision of updated statistics on agricultural sector economics & labour force.

Agricultural Research Council

Scientific research on agricultural production issues.

National Wool Growers Association, Mohair SA, Cotton SA, Cape Mohair and Wool

The three elements of the Fibre Subsector are organised into industry associations that engage with other bodies and export markets on behalf of its members.

Mobile Agricultural Skills Development and Training (MASDT)

Non-Profit Company (NPO) providing comprehensive and ranging support services in agriculture to emerging farmers in remote rural areas, in particular to Small Medium Entrepreneurs (SMEs).

Developing Poultry Farmers Organisation (DPFO)

Caters to the needs of smallholder and emerging farmers by addressing issues affecting the poultry industry.

Strategy and Policy

Department of Trade and Industry & Provincial Departments of Economic Development

Industrial strategy, international trade agreements, agricultural sector strategy and policy implementation desk.

Department of Agriculture Forestry and Fisheries

Sector regulatory framework, strategy and leadership, provision of extension services, Broad Economic Empowerment funding of

5

development interventions including provision of bursaries for scarce skills.

National Treasury & SARS Financial planning, incentives, accountability of Land Bank, skills levies.

Planning Department of Labour Labour legislation, wage determinations, employment equity

Department of Economic Development

Sector economic strategies

National Planning Commission

Identification of inter-departmental overlaps and gaps

Department of Environmental Affairs

Policy and guidelines on environment protection and natural resource management, partner in environmental education

Department of Transport Planning for transport needs in rural areas

Rural Development and Land Reform

Department of Rural Development and Land Reform

Partnering with AgriSETA in mobilising funds for capacity building of claimants.

Department of Cooperative Governance and Traditional Affairs & Municipalities

Linking agricultural and rural development to IDPs and LED, infrastructure and services to agricultural enterprises

Services Department of Water Affairs

Water Boards manage local irrigation schemes

Department of Energy Strategy to supply electricity to rural areas

South African Police Service

Collaboration with agricultural community to address issues of farm security, including attacks, stock and property theft

Credit and assistance Land and Agricultural Development Bank of South Africa

Financial services to commercial farming sector, agribusiness, and emerging farmers.

Micro-Agricultural Financial Institutions of South Africa (MAFISA)

Production loans to smallholder operators

Union and Sector representatives

Agri South Africa (AgriSA) Agricultural Union serving some 32 000 large and small commercial farmers.

National African Farmers’ Union of South Africa (NAFU)

Represents black farmers to level the field in all agricultural matters.

6

The African Farmers’ Association of South Africa (AFASA)

Represents commercial African farmers to bring black commercial farmers into mainstream agribusiness.

Transvaal Agricultural Union South Africa (TAU SA)

A national agricultural union serving commercial farmers

South African Poultry Association (SAPA)

Serves as an industry collective voice to the public and government. Plays an active role in protecting the industry from foreign “dumping” of poultry.

National Chamber of Milling

Represents the milling industry in South Africa. Directly represents 20 milling companies in South Africa, but also have associate members (business partners in the milling industry).

South African Pest Control Association (SAPCA), African Farmers Association of South Africa (AFASA), National African Farmers Union in South Africa

Engage with farmers, create awareness of the importance of compliance, promotion of dedicated skills development interventions relating to pest control on farms

Agribusiness Agricultural Business Chamber

Fosters a favorable agribusiness environment

Grain SA Conglomerate organization providing commodity strategic support and services to South African grain producers to support sustainability.

AgriSA Promotes the development, profitability, stability and sustainability of Agriculture in South Africa by means of its involvement and input on national and international policy and the implementation thereof.

Red Meat Industry Forum (RMIF)

Represent Red Meat industry to negotiate for enabling regulatory environment and assist in formulating relevant industry policies and strategies and facilitate the compliance to legislation. It is an umbrella council consisting of members that represent the interests of sector specific organisations.

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Source: 2015 GCIS Handbook, Agriculture and AgriSETA SSP 2011-2017

1.3. ECONOMIC PERFORMANCE

Agriculture accounts for 2.4% of gross domestic product (GDP) and 4.4% of total employment (IRR, 2016). The contribution by sector for the fourth quarter of 2017 is shown in Figure 2 with Agriculture, Forestry and Fishing industry, the largest positive contributor to growth in GDP, an increase of 37.5% and a contribution of 0.8% to overall SA GDP growth in the quarter; this was largely as a result of higher production of animal products. Similarly, the agricultural industry recorded one of the largest growth in employment, accounting for 39 000 employment in the 4th quarter of 2017 (STATSSA, 2017).

FIGURE 2: CONTRIBUTION TO GDP BY SECTOR, Q4 2017

Source: StatsSA, 2017, Gross Domestic Product

The reported number of commercial farmers in South Africa varies. AgriSETA (2016) reports that there are over 40,000 commercial farmers registered for VAT with SARS. Of this number fewer than 2,500 reportedly produced more than half of gross farm income (Kane-Berman, 2016). This means as a sector, most agricultural enterprises are small in size, with a few large players making up the lion’s share of GDP contributions. Most commercial farms have an annual turnover of less than R1 million, which is borne out in the WSP data, which this year reports that of the 19 834 AgriSETA members, 17,475 are categorised as small, (1-49 employees) while only 698 members are categorised as large (more than 149 employees).

AFASA says a third of its 10 000 members, spread across livestock, field crops, and horticulture, are “farming for the market,” but that only 2% of them are doing so successfully (Kane-Berman, 2016). Thus, many South African farms are hand-to-mouth operations, regardless of their categorisation as ‘subsistence’ or ‘smallholder’, and require significant support to become sustainable. Those farmers categorised as ‘emerging’ are attempting to graduate from small-scale farming to commercial, but again require support in the form of development finance, managerial mentoring and enterprise development. The reported number of emerging farmers ranges from 50,000 to 120,000 (IRR, 2016), and some of the biggest numbers of emerging farmers are in timber and sugar. These remarks point to the need for skills development in the agricultural sector, to bolster existing farming concerns, as well as

Electricity,Gas and Water (2%)

Agriculture, Forestry and Fisheries (3%)

Personal Services (6%)

Mining (9%)

Transport, Storage and Communication (10%)

Manufacturing (14%)

Trade, Catering and Accommodation (16%)

Government Services (17%)

Finanace, Real Estate and Business Services (23%)

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bringing new skills into the industry. The effect of shifts in land reform for rural skills development will be taken up in chapter 2.

The value of primary agriculture production in South Africa accounted for R273 million in 2016/17, compared to R243 million in the previous year – an increase of 12.5%. The increase can be attributed to an increase in the value of field crops and animal products. Overall, income from all agricultural products by 10.2% from R242 million in 2015/16 to R267 million in 2016/17. Similarly, the increase can be attributed to field crops which increased by 24.2% to R64 million for the year ended June 2017 (DAFF, 2017). Maize remains the most prominent field crop in South Africa. The maize industry contributes 0.4% to the national GDP and the industry is interlinked with many industries in the manufacturing sector.

The gross value of animal products, horticulture products and field crops contributed 46.5%, 27.7% and 25.8%, respectively to the total value of gross value agricultural products. The poultry meat industry made the largest contribution, followed by cattle and calves slaughtered, with 12.5% and maize with 10.7%.

One of the key factors underlying consumer trends has been the growth of disposable income in South Africa. This is reflected in the increase of red meat product consumption over the last couple of years. However, given the highest unemployment levels since the 2008-09 recession (in excess of 27 percent in the second quarter of 2017), a weak rand and the worst drought in 23 years, and a weaker commodity prices have converged to decreased overall consumer spending. With that said, Business Monitor International (July, 2016) holds a mixed outlook for the South African agricultural market. This is due to the effects of the drought and El Niño on corn and wheat. The weak rand, weather volatility and falling farm incomes are forecast to exert downward pressure on the market. However, in the longer term it is predicted that revenue in the sector will be boosted by a growth of about 40% from food consumption due to the growth of the middle class and disposable incomes. BMI estimates that annual food consumption revenue will reach over R609 billion in 2018.

The agricultural sector contributed approximately 12% to South Africa’s total export earnings in 2016/17 (Export.gov, 2017). South Africa imported $7 billion in agricultural and food products between 2016 and 2017. The major agricultural products imported by the country included rice ($424 million) and wheat ($367 million). Due to the severe drought in the 2015/16 season, which decreased production by almost 50%, imports of more than three million tons of maize were needed to fulfil local demand (Export.gov, 2017).

The mohair industry is reported to be the largest in the world, accounting for 53% of total global production in 2016 (NDA, 2016). All mohair produced is exported. Similarly, the majority of the annual wool clip and cotton lint is also exported. South Africa also produces 20% of the total meat produced on the African continent, accounting for 1% of global meat production. South Africa is also by far the largest pet food manufacturer in the Middle East and Africa, accounting for more than half of the sales of the region (Global Pets, 2016). Euromonitor International forecast that value sales of pet food in South Africa will expand by 12% at 2015 prices, between 2015 and 2020. According to the Industrial Policy Action Plan (IPAP), South Africa also possesses a competitive advantage in a number of fruit and beverage subsectors.

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Products from subsectors such as wines, indigenous Rooibos and Honeybush tea, and certain fruits are highly sought after in export markets. Similar to the consumer trends observed in the domestic consumption of red meat, exports of subtropical fruit and tree nuts are increasing at a rapid rate, as middle-income consumers in developed markets are demanding more variety. An analysis of the fruit and vegetable market also revealed that over a five year period up to 2019, the highest expected growth for the fruit and vegetable market will take place in Asia Pacific, with 6.4% year-on-year growth, followed by Europe with 4.4% and the US with 2.2% (Farmers Weekly, 2016).

In the 2015/2016 financial year corn production was expected to decline by 38.8% and sugar production to decline by 20.2% due to the severe drought and El Niño. However, poultry production will increase by 1.2% and pork production will rise by 2.1%. Until two years ago, the poultry industry was one of the largest agricultural sectors in South Africa, with an estimated value of R51 billion a year (Willemse, 2017). The decline in the poultry in more recent years can be largely attributed to the enormous volumes of below-cost poultry being imported into the country. (Willemse, 2017). The effect of the drought and climate change on skills development will be taken up in Chapter 2.

1.4. EMPLOYER PROFILE

The AgriSETA members’ database includes some 19,803 employers. A total of 17,118 employers are categorised as small, (1-49 employees), 1,601 are medium (50-149 employees) while only 653 members are categorised as large (more than 149 employees). Among registered employers, there were 13,946 employers in the primary sector, most of them small companies. The primary sector constitutes 70 % of all registered employers, followed by fibre (11%) and red meat (6 %). The sugar, coffee/tea and tobacco subsectors have the fewest registered employers, jointly accounting for about 1% of all registered employers in the sector.

The provincial distribution of employers registered with AgriSETA is reflected in the pie chart below, with provincial distribution by employer size in the figure below.

FIGURE 3:PROVINCIAL DISTRIBUTION OF EMPLOYERS REGISTERED WITH AGRISETA

Source: AgriSETA members’ database (WSP 2017/18 & ATR 2016/17)

Eastern Cape (9%)

Free State (7%)

Gauteng (17%)

Kwazulu Natal (14%)

Limpopo (1%)

Mpumalanga (12%)

North West (3%)

Northern Cape (8%)

Western Cape (29%)

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What is shown in the figure above is that the Western Cape at 29% is the most represented province in the AgriSETA membership database, followed by Gauteng (17%), KwaZulu-Natal (14%) and Mpumalanga (12%), and the Eastern Cape, Northern Cape and the Free State 9%, 8% and 7%, respectively. The lowest number of AgriSETA members ranged between 3 % for Northwest and 1% for Limpopo province. The AgriSETA database does not represent all farming enterprises in the country, and thus must be treated with a fair degree of caution when applying it to a national context. For instance, Limpopo is a known farming province, but is underrepresented in AgriSETA numbers. Nevertheless, there is significant number of stakeholders expressing an interest in skills development in the agricultural sector.

What these figures reveal is that AgriSETA needs to meet the needs of two distinct constituencies: top levy payers and small-scale farmers. The needs of a large commercial farm differ from those of a subsistence farmer. There is a need to work towards supporting the skills development needs of top levy payers because of their large contributions and ability to absorb labour, but there is also a democratic responsibility towards ensuring that the large majority of small-scale farmers attain skills that make them sustainable for the sake of the food security of their communities. These issues are further taken up in chapter 2.

1.5. LABOUR MARKET PROFILE

Turning from the employer profile, the focus will now be at the employee profile of the agricultural sector. The labour market trends presented here have largely been drawn from AgriSETA WSP and membership databases supplemented with data from the quarterly Labour Force Survey (QLFS) data from StatsSA. It is important to recognise the limitations of both these datasets so that unfounded extrapolations are not made.

The QLFS data does not distinguish between employment figures for agriculture, forestry and fisheries or between the informal and formal sectors. Data for domestic workers is aggregated with agricultural data and the data only reflects the economically active population between the ages of 15 and 64. Where possible, this data will be compared to the AgriSETA WSP data, which is also limited in its scope in that it only represents about 10% of employers affiliated with the SETA.

South Africa recorded an unemployment rate of 24.5% in the fourth quarter of 2015 (narrow definition) (StatsSA, QLFS, Q4, 2015). If people who are no longer actively seeking work are included, the broad unemployment rate rises to 35.22% (StatsSA, QLFS, Q4, 2015). South Africa now has a NEET (not in employment, education or training) youth population of approximately 3, 4 million people. The sheer scale of the crisis demands each and every sector’s involvement and the particular impact of this youth bulge is addressed in chapter 2.

Over the twelve-month period from January 2015 to January 2016, employment in the agricultural sector decreased from 891 000 to 877 000. Departing from this downward trend, the QLFS conducted by StatsSA in the first quarter of 2016 put the agricultural sector amongst the few industries that experienced a quarterly increase in employment levels (16,000 employment opportunities were observed). BMI has attributed some of this growth to huge sums being invested in the “Proudly South African” food campaign to encourage consumers to buy domestically grown and produced goods.

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1.5.1. Provincial distribution of employees

The table below indicates that the Western Cape has the highest number of agricultural employees at 215 000, this is followed by KwaZulu-Natal at 141 000 employees and Limpopo at 140 000 employees (StatsSA, 2017). There has been growth in employment in other sectors except in the agricultural sector (Quarterly Labour Force Survey, Quarter 1, 2017).

TABLE 6:DISTRIBUTION OF EMPLOYEES BY PROVINCE IN AGRICULTURE, FORESTRY AND

FISHERIES

Province 2010 2011 2012 2013 2014 2015 2016 2017

Western Cape

135 000

107 000 142 000 162 000

131 000 214 000 228 000 215 000

Eastern Cape 66 000 63 000 58 000 67 000 88 000 89 000 95 000 87 000

Northern Cape

54 000 57 000 48 000 45 000 60 000 43 000 40 000 47 000

Free State 63 000 62 000 62 000 70 000 54 000 64 000 72 000 70 000

KwaZulu Natal

114 000

95 000 98 000 96 000 102 000 141 000 136 000 141 000

North West 35 000 33 000 32 000 42 000 42 000 57 000 54 000 50 000

Gauteng 31 000 74 000 51 000 53 000 55 000 34 000 37 000 36 000

Mpumalanga 81 000 84 000 106 000 77 000 89 000 92 000 95 000 89 000

Limpopo 70 000 94 000 121 000 102 000

121 000 126 000 120 000 140 000

Total 649 000

671 000 718 000 713 000

742 000 860 000 877 000 875 000

Source: Statistics South Africa, 2017. Quarterly Labour Force Survey.1st Quarter 2017

These employment statistics reveal a bias in AgriSETA WSP data, where Limpopo was shown to have a minimal employer profile. What this QLFS data indicates is there is room for substantial engagement with Limpopo, to up their provincial contribution towards skills levies, thereby increasing the skills resources pool across the board.

1.5.2. Gender

The figure below gives the breakdown of the agricultural sector by gender as reported in the fourth quarter of 2017 (StatsSA, QLFS, Q4, 2017):

FIGURE 4:GENDER DISTRIBUTION OF LABOUR IN THE AGRICULTURAL SECTOR

Female Male

2016 33% 67%

2017 31% 69%

0%10%20%30%40%50%60%70%80%

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Source: Statistics South Africa, 2017. Quarterly Labour Force Survey, 4th Quarter 2017

The male to female percentage for agricultural labour was found to be 31% for females and 69% for males, as indicated above.

1.5.3. Race

WSP (2017/18) data reveals that black Africans comprise the majority of employees in the sector at 64%, followed by Coloured employees at 23% and whites representing 12% of the agricultural workforce. Asians only represent 1% of workers in the agricultural sector.

FIGURE 5: EMPLOYEES BY RACE

Source: AgriSETA WSP Submissions, 2017/18

WSP data from all the subsectors shows only 601 employees with disabilities out of 244,224 employees within large Agricultural enterprises were selected for training.

1.5.4. Age

Half of the people employed in the agricultural sector by employers submitting WSP, are between the ages of 35 and 55. Young people below the age of 35 constitute 42% of people employed whilst 8% are above the age of 55. In total, 92% of the workers are below the age of 55.

These demographic realities were validated in interviews with stakeholders, who all commented on the need for skills transfer from those exiting the workforce to those coming up the ranks. The issue of unskilled youth presents a difficulty for skills transfer, because some base level qualification is needed to enter the skilled workforce in the first place. This presents challenges for skills development, because of the double hurdle of experienced employees exiting at a rate not able to be matched by the numerous youth demographic. Analysis of WSP submissions by employers in 2016 shows that the majority of employees are in the primary subsector (48%) followed by the grain subsector (11%) and poultry at 19% each. Coffee & tea, sugar and fibre subsectors have the least representative of workers.

Indian/Asian (1%)

White (12%)

Coloured (23%)

African (64%)

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1.5.5. Occupational categories

This chapter concludes by looking at the reported existing skills levels in agricultural enterprises as reported in WSPs for 2017. The necessary skills vary from highly skilled managerial and professional occupations to fairly low level skills for elementary occupations. The majority of the workforce comprises elementary occupations, while managers comprise 7% of the workforce.

FIGURE 6:EMPLOYMENT CATEGORIES WITHIN LARGE ORGANISATIONS

Source: AgriSETA WSP Submissions, 2017/18

1.6. CONCLUSION

Having a firm sense of the agricultural sector’s contribution to the economy in terms of production and employment, we can now more readily identify key skills issues that speak to this economic reality. The remainder of this document covers the following issues that speak to Sector Skills Planning. Chapter 2 identifies key skills issues as framed by government legislation, policies and frameworks, and identifies key macro socio-economic and environmental factors that function as key change drivers in addressing skills development in the agricultural sector.

Where Chapter 2 offers a high-level overview and Chapter 3 becomes much more granular. In chapter 3, the mismatches between the occupational shortages and skills gaps in the sector are examined by drawing on the views of industry stakeholders and validating these views through secondary data analysis. Chapter 4 points to key partnerships in the sector, examines existing partnerships and asks what future partnerships might be necessary to address the skills gaps identified in Chapter 3. The final chapter draws together these macro and granular skills issues and asks what the key skills priorities should be for AgriSETA over the next five years. These priorities will act as a guiding set of objectives that will inform the planning processes of the AgriSETA’s annual performance and strategic plans, where they will be quantified and operationalized.

Managers 7%

Professionals 4%

Technicians and Associate Professionals 7%

Clerical Support workers 9%

Services and Salesworker 12%

Skilled Agricultural and related Trade workers 0%

Craft and related trade 10%

Plant and Machine operators 7%

Elementary Occupationa 44%

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CHAPTER 2: KEY SKILLS ISSUES

2. INTRODUCTION

Having outlined the agricultural sector profile in chapter one, this chapter is concerned with

two specific areas that shape the key skills issues in the agricultural sector. Firstly, this chapter identifies factors that drive change in the sector, influencing the need for the particular skills set or rendering them irrelevant in an ever-changing world. Secondly, the agricultural sector is aligned with national strategies and plans providing a snapshot of the key policy and planning documents that shape skills planning in this sector.

2.1. CHANGE DRIVERS

In this section key themes and issues driving change and influencing skills demand and supply in the agricultural sector are addressed. These change drivers were identified through a thematic synthesis of internal stakeholders’ views, policy documents, existing research and stakeholder engagement, and pertinent current affairs issues reported in the media over time.

The table below outlines the identified change drivers in the sector and the skills issues associated with them information from workplace skills surveys is also incorporated in the table:

TABLE 7: CHANGE DRIVERS

CHANGE DRIVER SKILLS IMPLICATIONS DEMAND & SUPPLY

Consumer Behaviour Research and development

Marketing management

Demand: Marketing practitioner, sales and marketing manager, research and development manager

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Supply: Industry, universities of technology, universities, TVET Agri colleges

Growth In Small Scale Farming

Managing climate change

Delivering quality products

Business extension

Communal farming practices

Business skills

Plant and animal health

Demand: Farm manager, corporate general manager, agricultural consultant, agricultural scientist Supply: Training service providers, agricultural colleges, universities, universities of technology

Legislation Loopholes Affecting Skills Development

No subsidies for training temporary and seasonal farmworkers

Temporary and seasonal employed learners are not trained

Demand: Skills Development Administrator, Training and Development Professional, Skills Development Facilitator, Technical Instructor/Trainer Supply: training service providers, TVET agricultural college

Land Reform & Industry Transformation

Lack of production skills and business acumen

Mentorship funding, identification and training of mentors (sufficient mentors)

Extension officer training programmes

Demand: Production/ operations manager, emergent growers, employees, new entrants, land reform beneficiaries, Agriculture Extension Officers Supply: Training service providers, agricultural colleges, universities, universities of technology, TVETs, commodity organisations

Agricultural Cooperatives

Support to ensure sustainability

Rural development initiatives

Technical production skills

Corporate governance skills

Business management concerns

Financial Management skills

Demand: Training and development Professional, Technical instructor/ Trainer, Skills Development Facilitator, Agricultural consultant, Corporate General Manager, Finance Manager, Production/ Operations Manager Supply: Training service providers, universities, universities of technology, TVETs, agricultural colleges, QCTO, commodity organisations

Climate Change, Drought And Food Security

Migration of workers, new skills required

Incorporation of latest technology and research outcomes in qualifications, curriculums and course content

Demand: Growers, workers Supply: Training service providers, universities, universities of technology, TVETs agricultural colleges, commodity organisations, research organisations

The Green Economy Environmentally sustainable farming practices

Demand: Environmental health officer, Conservation officer, Environmental Research Scientist, Research and Development Manager

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Sustainable practices cutting across all farming enterprises

Green knowledge

Research and development

Energy efficient methods

Resource sustainability

Agro-processing

Green technologies

Supply: Training service providers, universities, universities of technology, TVETs, agricultural colleges

Youth Bulge And Skills Development

Demand for skills development at younger age (high school level), employable youths

Supply rural skills development

Management skills to manage young workforce

Demand: Scholars, students, rural youth, junior / middle / upper management Supply: Training service providers, universities, universities of technology, TVETs, agricultural colleges, QCTO

Technological Advancements And Mechanisation

Increased related training programmes

Research and

development in the sector

Unskilled labour force

Demand: Research and development, Training and Development Professional, Skills Development Facilitator, Technical Instructor/Trainer Supply: Training service providers, universities, universities of technology, TVETs agricultural colleges

Trade Agreements Market access

Export capacity

Poultry Imports

Brexit and EU trade

Demand: Quality Assurance Manager, Importer and Exporter, Product Examine, Import-Exporter Clerk Supply: Universities of technology, TVETs, agricultural colleges, QCTO, commodity organisations

2.2. PESTEL

The table below summarizes the factors influencing skills development in the sector:

TABLE 8:PESTEL FOR SECTOR

FACTOR POSSIBLE IMPACT

Political The agricultural sector is mainly guided by the standards set out by DAFF. The Department ensures ongoing development and maintenance of uniform standards for South African inspection and weighing procedures for grain. Grading regulations promote fair business practices and a competitive marketing environment for grain and oilseeds. With the correct application of these grading regulation, the sector is able to

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promote fair and competitive trading practices for the overall benefit of consumers and agricultural industry, Land reform is one of the key issues facing the agribusiness. This could be harmful to the South African agricultural economy as food security can be affected and the agribusiness landscape of the country, due to the potential for mismanagement at the political and administrative level. The proposed national minimum wage will impact negatively on employment in the sector.

Economic World population growth and the resultant growth in demand for foods hold a positive implication for the agricultural sector. The sector is central to providing staple food and other food supply however the instability of the local currency has a negative effect on the ability to plan and manage imports and exports. If small scale and communal farmers are to make a real contribution to production volumes, the yield of their production needs to be increased and the quality of their product improved.

Social The results from Chapter 1 reveal that the gender equity is not well balanced; the sector is dominated by male employees. The project is funded through the Land Redistribution of Agricultural Development seeks to address food security and food sovereignty, and income generation (amongst other things). The attractiveness of the sector needs to be addressed – the farming population is older and ageing and needs to be replaced by young well-skilled farmers.

Technological As discussed in the section covering change drivers in the subsector. There is a need for research and development in the sector to facilitate changing nature of consumer demands and the growing South African population. The mechanization of farming operations means that the unskilled labour force is being replaced by a significantly smaller skilled labour force. For instance satellites, aircraft, and unmanned aerial vehicle (UAV) systems, commonly known as drones are the aerial technologies used in more recent years in the agricultural industry. These technologies allow for the use of remote sensing to identify certain production trends, taking out the human factor of decision-making in this regard (Farmers Weekly, 2016). This coupled with other technological advancements happening within the subsector across the globe indicates that the subsector needs to also invest and research and development initiatives, and mentoring and coaching youth into more technical positions within the subsector. The investment in research and development will further assist in finding innovative ways in dealing with climate change.

Environment The 2015/2016 drought is said to be the worst to hit the country since 1992, and has shifted the domestic maize market into a net important situation (BMI, 2016, Grain). South Africa is home to many environments ranging from dry to more temperate, the country is able to grow in an array of climates, and maize is one of the highest produced crops in South Africa. With that said, the rising temperatures and with rainfall becoming more irregular and unpredictable in some parts of the country, the production of agriculture in the country is expected to take a large hit.

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South Africa’s water supply is already at a disadvantage, with rising temperatures means that groundwater and surface water will be increasingly evaporated, leaving the soil salty, limiting food production.

Disease outbreaks and upsurges can cause major losses to the country’s agricultural output. The most recent outbreak to hit the country is a food borne disease – listeriosis which has had enormous impact in the pork and poultry industry. Listeriosis is a serious disease, but preventable and treatable disease caused by the bacterium, listeria monocytogenes, which is found in soil, water, vegetation and some animal faeces. Animal products, including meat and dairy; seafood; and fresh produce, such as fruits and vegetables, can all be contaminated.

Legal There are legal barriers which impact negatively on the industry – it is up to the industry to clearly identify, ring fence and engage with those barriers to enable legislative and regulation changes. Legislation that addresses the registration of products is a timeous process which delays entry into the market which invariably hinders innovation in the sector. Legislation and new laws for inspection of maize, soya, wheat, tobacco etc. brings additional cost to producers and eventually affects consumer prices. And land tenure for small scale farmers remains a challenge

2.3. ALIGNMENT WITH NATIONAL STRATEGIES AND PLANS

The following section draws attention to the national strategy and planning documents that frame AgriSETA’s mandate for skills development. The legislative and policy frameworks speak to AgriSETA’s constitutional mandate as a public institution governed by the Public Finance Management Act to develop skills programmes in accordance with the Skills Development Act, (1998), the Skills Development Levies Act (1999), and the National Qualifications Framework Act (2008).

2.3.1. White Paper on Post School Education & Training (2013) and the National Skills Development Strategy III (NSDS III) (2011 – 2016)

There are two seminal strategic documents that underpin AgriSETA’s mandate for skills planning, namely: the White Paper on Post School Education & Training (2013) and the National Skills Development Strategy III (NSDS III) (2011 – 2016). Both of these documents highlight the SETAs roles in developing clear, sector-specific linkages between education and the workplace through an analysis of the demand and supply of skills in their sector. These documents call for credible institutional mechanisms for skills planning, programmes that are occupationally oriented, and responsive higher and further education and training institutions. Furthermore, attention should be given to the needs of local, community enterprises, co-operatives and the like, with a focus on developing their skills capacities to meet the needs of their particular environments, thereby closing the gap between the rural and urban South African economies.

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2.3.2. NSDS III is informed and guided by the following overarching government plans:

1. The National Skills Accord as one of the first outcomes of the New Growth Path, the Industrial Policy Action Plan, 2013/14 – 2015/16 (IPAP)

2. The Comprehensive Rural Development Programme, the Human Resources Development Strategy for South Africa 2030

3. The National Development Plan 2030 (NDP) 4. The Integrated Sustainable Rural Development Strategy (ISRDS).

Collectively, these government plans and programmes recognise the need for correcting structural imbalances in the economy through “decent employment through inclusive growth”, “a skilled and capable workforce to support an inclusive growth path”, “vibrant equitable and sustainable rural communities contributing towards food security for all”, to “protect and enhance our environmental assets and natural resources”, with the support of “an efficient, effective and development-oriented public service” (NDP). All these priorities speak to the need for relevant and targeted skills provision that promotes economic sustainability in the agricultural sector, as well as meeting the needs of all South African communities, both rural and urban, in terms of food provision and sustainable livelihoods.

2.3.3. Agricultural sector-specific policy frameworks

Other agricultural sector-specific policy frameworks that buttress skills planning vis-à-vis job creation include:

The 2014 Agricultural Policy Action Plan (APAP)

The DAFF Integrated Growth and Development Plan (IGDP) (2012)

The IGDP names its four sector strategic objectives as addressing issues of (1) equity and transformation, (2) growth and competitiveness, (3) environmental sustainability and (4) governance.

The 2012 Midterm Review for the Department of Rural Development & Land Reform.

The DRDLR Review pays particular attention to the role of mentorship in ensuring the success of emerging farmers.

2.3.4. Strategic Integrated Projects (SIPs)

As part of the National Infrastructure Plan, the Strategic Integrated Projects (SIPs) take their mandate from the Presidential Infrastructure Coordinating Commission (PICC) and encompass a combination of 18 projects which are intended to address the infrastructure needs of specific sectors or geographical areas. The agricultural skills sector’s contribution to the SIPs is concerned with developing trades which can be taken up in the agricultural sector.

Aligning the AgriSETA change drivers to national policies, strategies and plans steers the SETA towards these focal areas:

1. The need for occupationally-oriented skills training that offers in-the-field experience and mentorship;

2. The need for high quality, up-to-date industry relevant training to ensure competitiveness;

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3. The imperative to include rural areas in economic development, job creation and food security;

4. Environmental concerns related to food security and ecological sustainability; 5. A focus on entrepreneurship and enterprise development for emerging farmers; 6. Addressing corporate governance training needs to strengthen co-operatives; 7. Partnerships with Higher Education (HEIs) for research and development in the

respective subsectors; 8. Development of green knowledge qualifications; 9. Partnerships with key role players in the industry for farmer and farmworker

development programmes; and 10. Identify market opportunities to accommodate changing consumer demands.

2.4. IMPLICATION FOR SKILLS PLANNING IN THE AGRICULTURAL SECTOR

In this chapter we have seen that the legislative and policy frameworks established by government, coupled with the contextual change drivers and industry specific perspectives on skills development point to the following 7 skills implications that need to be addressed in AgriSETA’s Sector Skills Plan:

1. Practical skills transfer through mentoring and on-the-job training; 2. Improved quality and resources of agricultural extension services qualifications; 3. A focus on entrepreneurship and enterprise development for emerging farmers; 4. Addressing the corporate governance training needs to strengthen co-operatives; 5. The development of green knowledge qualifications; 6. Relevant farmer and farmworker development programmes; and 7. Identify marketing opportunities for changing consumer behaviour.

2.5 CONCLUSION

Chapter 3 will elaborate on the specific demand and supply of skills in the agricultural sector to identify gaps and mismatches in skills provision, providing evidence that the skills issues identified in this chapter articulate with what is happening on the ground.

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CHAPTER 3: OCCUPATIONAL SHORTAGES AND SKILLS GAPS

3. INTRODUCTION

Chapter 3 reflects the research completed on skills demand and supply in the Agricultural

sector. The outcome is the result of an analysis of previous Sector Skills Plans, 2017/18 and 2016/17 WSP data, as well as engagement with AgriSETA stakeholders. Engagements included interviews, surveys and limited focus groups with external partners, stakeholders and AgriSETA member companies, as well as consultation with internal stakeholders, conducted in 2017. Effort was taken to ensure cross sectoral inputs were obtained by reaching out to large levy payers, industry bodies, government departments as well as emerging small scale entrants into the sector.

The key themes emerging from this chapter corroborate the skills implications identified at the end of chapter 2. The overarching issues framing skills supply and demand draw attention to challenges with South Africa’s rural/urban divide and adequately servicing the needs of the rural sector. Furthermore, attention was drawn to the struggle with accessing or securing what could broadly be called specialised services. Either services were too costly for small enterprises to afford or the supply of government specialised skills, especially with regards to research and development, were not considered cutting-edge enough. Overall, occupational shortages were experienced with regards to literacy and numeracy skills, sustainability practices, business management capacities, corporate governance and the quality of technical and research services.

Section 1 of this chapter provides a high level view of the skills demand issues as they pertain to the various stakeholder groups. Section 2 of gives an overview of skills supply by agricultural sector training institutions. Finally, Section 3 identifies a specific set of scarce and skills gaps for

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the sector. These demands have been formulated into a Pivotal skills list, which will frame the skills development priorities of AgriSETA going forward.

In this document, scarce skills refer to those occupations in which there are a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment criteria. While, skills gaps refer to specific, key or generic and “top up” skills within an occupation.

The skills demands data presented in this chapter is disaggregated by the AgriSETA subsectors, as outlined in chapter 1. It is also disaggregated by the needs of small-emerging and co-operative farmers, and the needs of commercial farmers.

3.1. OCCUPATIONAL SHORTAGES AND SKILLS GAPS

3.1.1 Hard-to-fill Vacancies (HTFVs)

A series of key-informant interviews were conducted with top levy payers and top industry players workplace skills surveys information is also incorporated in the table. The findings emerging from these interviews corroborate the skills needs. Overall, stakeholders across occupations, sub-sectors and farming types, expressed having challenges with recruiting and retaining skilled staff in rural areas. Furthermore, they highlighted the need for technical and specialised skills that were being lost when experienced professionals exited the workforce. The identified HTFVs are categorised per sector. The table below outlines the HTFVs for small-scale emerging farmers and cooperatives in the sector;

TABLE 9: SMALL-EMERGING FARMERS AND CO-OPERATIVES HTFVS

SUBSECTOR

OCCUPATIONS REASONS FOR HTFVS POSSIBLE LEARNING INTERVENTION

OFO CODE

Fibre Hand and machine shearers

Lack of experienced candidates

Skills Programme 2017-821205

Agriculture Extension Officers

Lack of suitable qualified candidates in rural areas

National Certificate: Agricultural Extension

2017-213201

National Diploma: Agricultural Extension

Animal Health Officer


National Diploma: Animal Health Technician

2017-225103

Predation Specialists



Wool & Nutrition Specialists



Butcher Aging workforce Skills Programme 2017-681103

Meat Inspector Lack of experienced candidates


Livestock inspector Aging workforce National diploma and Skills Programme

2017-225103

23

Red meat

Veterinarian Lack of suitable qualified candidates in rural areas

Graduate programme 2017-225101

Animal Health Technician



2017-225103




2017-213201


Horticulture

Farm implement maintenance skills

Lack of basic farming skills

National Certificate: Agricultural Machinery Technician

2017-653301

Horticulture Advisor


National Diploma: Horticulture

2017-213201

Export specialists (rare)

Budgetary constraints National Certificate: Perishable Produce Export Technology

2017-325703

Fruit packing and grading workers


National Certificate: Fruit Packing and Grading Processes

2017-832904




2017-122101


Pest control

Registered Pest control operator


Dedicated pest control operators skills programme

2017-684401

Pest management officer

Training Certificate: Pest Control Operations NQF 4

2017-684401

Grains & Cereals

Millers Budgetary constraints Further Education and Training Certificate: Grain Milling

2017-313909

Grain handling operator


General Education and Training Certificate: Grain Handling Processes

2017-716113

Grain grader National Certificate: Grain grading

2017-684301

24

In the seed sector no data available for emerging and co-operative as it is more of a commercialised business

TABLE 10:COMMERCIAL ENTERPRISES’ HTFVS

Subsector Occupations REASONS FOR HTFVs

Possible learning interventions

OFO Code

Sugar Agriculture Extension Officers



2017-122101


Milling , Pet Food & Animal Feed

Millers Lack of basic farming skills

Further Education and Training Certificate: Grain Milling

2017-313909

Milling Machine Repairer

Skills programme 2017-653301

Poultry Slaughterer Lack of experienced candidates

National Certificate: Abattoir Slaughtering Processes

2017-681101

Livestock inspector Lack of suitable qualified candidates in rural areas

National Certificate: Animal Health

2017-225103

Extension officer National Diploma: Agricultural Extension

2017-122101


Aquaculture

Aquaculture Farm Manager

Budgetary constraints and Lack of suitable qualified candidates in rural areas

National Certificate in Animal Production Aquaculture Skills Programmes

2017-131201

Aquaculture Farm Worker


Aquaculture Skills Programme

2017-841101

Extension officer Lack of suitable qualified candidates in rural areas

National Diploma: Agricultural Extension National Certificate: Agricultural Extension

2017-234101

Tobacco Tobacco farmers Budgetary constraints and Lack of suitable qualified candidates in rural areas

National Certificate in Tobacco Production

2017-613101

25

Fibre Hand and machine shearer

Aging workforce


Auctioneer (wool and mohair)


Laboratory technician

Lack of suitable qualified candidates

National Diploma 2017-314201

“Call & shoot” professionals


Skills programme None

Red meat

Dairy product inspector


Dairy specific training

2017-325703

Abattoir manager Aging workforce

National Certificate: Abattoir Slaughtering Processes National Certificate: General Abattoir Processes

2017-134915

Abattoir supervisor National Certificate: Abattoir Supervision

2017-134915

Sales and marketing manager


National Certificate: Agri Sales and Services National Diploma: Agri Sales and Service Management

2017-122101

Animal Health Technician



2017-225103

Veterinarians Lack of suitable qualified candidates

Degree 2017-134915 2017-225101

Meat inspector Lack of experienced candidates and aging workforce

National Certificate: Perishable Produce Export Technology

2017-325703

Horticulture Nurseryperson Lack of suitable qualified candidates

Certificate: Gardening and Horticulture

2017-611304

26

General Education and Training Certificate: Horticulture National Certificate: Plant Production National Certificate: Horticulture

Farm machinery repairer


National Certificate: Agricultural Machinery Technician

2017-653301

Horticulture Produce Inspector


National Certificate: Perishable Produce Export Technology

2017-325703

Pest control Pest control officer Lack of experienced candidates

Further Education and Training Certificate: Pest Control Operations NQF 4

2017-684401

Seed

Scientists (Plant pathologists, Entomologists, Bio technicians)

Lack of suitable qualified and experienced candidates

Degree and Post-graduate degrees

2017-213105 2017-213202 2017-213109 2017-314201

Agronomist Further Education and Training Certificate: Degree and Post graduate degrees

2017-213202

Sales representatives


BSc degree and sales training

2017-243301

Grain Depot (silo) Manager

Lack of experienced candidates and aging workforce

National Diploma: Grain Handling Management

2017-132408

Grain Handling Operator


National Certificate: Grain Handling Processes

2017-716113

27

Grains & Cereals

Grain Grader Skills Programme 2017-684301

Plant Maintenance Mechanic


National Certificate: Agricultural Equipment Service and Repair

2017-653301

Agricultural Machine and Equipment Operator


General Education and Training Certificate: Grain Handling Processes

2017-734101

Commodity Trader Lack of experienced candidates and aging workforce

National Certificate: Agri Trade Processes

2017-142101

Agri Sales Manager National Diploma: Agri Sales and Service Management

2017-122101

Grain and Feed Mill Manager


Further Education and Training Certificate: Grain Milling National Certificate: Grain Milling

2017-134915

Aquaculture Marine Biologist Lack of suitable qualified and experienced candidates

Degree and post graduate degree

2017-213107

Aquaculture farm manager

National Certificate Animal Production - level 2 -4 - ABALONE specific

2017-131201

Electrician Lack of suitable qualified candidates

Apprenticeship 2017-671101

Aquaculture farm worker/assistant

Skills programme – aquaculture

2017-821602

Sugar

Artisans (wide spectrum)


Apprenticeship 2017-671202 2017-652302 2017-653301

Pan boiler Lack of experienced candidates

Specialist in-company training

None

Agricultural Economist


Degree and post graduate

2017-263101

28

reluctant to move to rural areas

Plant maintenance mechanic


Apprenticeship 2017-653301


Mill Manager/Miller Lack of suitable qualified candidates reluctant to move to rural areas

Further Education and Training Certificate: Grain Milling

2017-134915/ 313909

Artisans Lack of suitable qualified and experienced candidates

Apprenticeship 2017-653301/ 652302/ 653109/ 653303/ 653306/ 671202

Silo Manager National Certificate or Diploma

2017-132408

Laboratory Technician

National Diploma 2017-314201

Health and Safety Lack of suitable qualified candidates

Skills Programme or Diploma

2017-121206

Poultry

Bio security Lack of suitable qualified candidates

Diploma or Degree 2017-211301

Poultry farmer Lack of basic farming skills and aging workforce

General Education and Training Certificate: Poultry Production National Certificate: Poultry Production National Certificate: Poultry Processing

2017-612201

Veterinarian Lack of suitable qualified candidates reluctant to move to rural areas

Degree 2017-225101

Food Technologist Degree or Diploma 2017-213205

Artisans (spectrum) Apprenticeship 2017-671202 2017-651302

29

2017-652302 2017-653303 2017-653301

Operations Manager/supervisor


National Certificate: Abattoir Slaughtering Processes National Certificate: Abattoir Supervision

2017-134915

Tobacco

Tobacco Product Processing Machine Operator


National Certificate: Cigarette Packaging National Certificate: Cigarette Production

2017-716110

Tobacco Processing Machine Operator

National Certificate: Tobacco Production

Tobacco Processing Machine Operator

Artisans (variety) Lack of suitable qualified and experienced candidates

Apprenticeship 2017-652302 2017-671101

Tobacco Grader Lack of suitable qualified candidates and aging workforce

Skills Programme 2017-332401 2017-684302

The following table presents the top emerging skills and future demand needs by subsector drawn from the results of the external stakeholders’ survey (2017).

A very important factor is influencing the future demand for skills which differ from previous Sector Skills Plans – the matter of animal and plant health, food safety and disease management. Two important occurrences during the immediate past have forced the agricultural sector to rethink these matters. The matters of animal health in the recent past there were outbreaks of swine flu which affected a huge pig population in the country. Three to five years ago the first outbreak of avian influenza which saw the vast majority of ostriches having to be culled in the Klein Karoo and elsewhere and this repeated itself during the past

30

two years with tonnes of chickens that have to be culled with a similar outbreak in the poultry industry and the appearance of listeriosis leading to more than 100 deaths and more than 300 job losses

These illnesses and diseases are becoming more prominent and regular. It is therefore necessary that animal, plant and food health and safety takes centre stage in skills development in the agricultural sector. Therefore the table below will reflect this in the majority of sub-sector emerging skills and future demand (bolded). Workplace skills surveys are also incorporated in the table:

TABLE 11:TOP EMERGING SUBSECTOR SKILLS GAPS AND FUTURE DEMAND NEEDS

Subsector Top Emerging Skills and Future Demand Needs

Horticulture Operations management

Junior management

Farming technology/mechanisation maintenance

Sustainable farming, adaptation and alternative energy specialists

Hydro & irrigation specialists

Machine operators

Forklift drivers, tractor drivers, truck drivers, packers and sorters

Information Technology

Soil specialists

Food Health and Safety

Mechanical engineering

Financial management

Agro-economics

Agricultural research

Red meat Veterinarians

Auctioneers

Marketing

Business management Meat inspectors

Pest control Irrigation

Legal compliance

Marketing

Trade & tariff expertise

Production management

Seed Scientists

Sales


Junior managers

Trading

Business management

Grains & Cereals

Grain handling

Information Technology

Operations management Silo management

31

Grain inspectors

Aquaculture Mechanical engineering


Animal health

Aquaculture farm operators

Sugar Engineering (Electrical, Mechanical, Chemical and or Agricultural Engineering)

General Management

Supervisory Development

Artisan Development

Research Economist

Economist

Agricultural and biological Researchers

Business skills for co-operatives


Junior managers (milling supervisor)

Millers

Machine operators Food safety inspectors

Poultry Farm managers

Nutritionist

Veterinarians

Poultry examiners

Tobacco Financial management

Marketing

3.1.4. Scarce skills and skills gaps in the agricultural sector

Given the preceding evidence of stakeholder engagement and analysis, the following scarce skills and skills gaps list has been compiled to guide AgriSETA in its skills development priorities going forward. The table below gives a list of occupations of scarce skills and skills gaps in the agricultural sector at a major occupational level, together with the identified reason for scarcity.

TABLE 12:SCARCE SKILLS AND SKILLS GAPS LIST

OCCUPATION CODE

MAJOR OFO GROUP

OCCUPATION SPECIALIZATION / ALTERNATIVE TITLE

2017-225101 Professionals Veterinarian Animal Doctor; Veterinary Epidemiologist; Veterinary Parasitologist; Veterinary Pathologist and Veterinary Surgeon

2017-213202 Professionals Agricultural Scientists

Plant Breeders, Plant Pathologists, Animal Scientists, Plant Scientist , Soil, and Pasture Scientists

32

2017-131101 Managers Farm Manager Agronomy, Horticulture, Crop, Mixed Crop, Livestock, and Ornamental Horticultural Managers, Aquaculture and Mariculture Farmer

2017-325703 Technicians and associate professionals

Agricultural Produce Inspectors

Meat Inspector, Fruit and Vegetable Inspector, Produce Inspector, and Quality Controller

2017-214905 Professionals Agricultural Engineer

Agricultural Product Process Engineer, Irrigation Engineer, Agricultural Structures and Facilities Engineer, Crop Production Mechanization Engineer

2017-653301 Skilled Agricultural, Forestry, Fishery, Craft and Related Trades workers

Industrial Machinery Mechanic

Agricultural Machinery Mechanic, Farm Machinery Repairer, Boilermakers, Welders, Fitters and Turners, Millwrights, Diesel Mechanic, Petrol Mechanic,

2017-734101 Plant and Machine Operators and Assemblers

Mobile Plant Operators

Agrochemical Spraying Operator, Tractor driver, Harvester Operator, and Farm Equipment /Machinery Operator.

2017-134915 Managers Operations Managers

Abattoir Manager, Abattoir Veterinarian, Feed Mill Manager, Sugar Mill Manager, Pet Food Mill Manager, Seed Processing Plant Manager

2017-841601 Elementary occupations

Mixed Crop and Livestock Farm Worker

Agronomy, Horticulture, Crop, Livestock Mixed Crop and Livestock skills

2017-122301 Managers Research and Development Manager

Product Development Manager, Research Managers

2017-213201 Professionals Agriculture Consultant

Agriculture Economic Advisor, Agriculture Extension Officer, , Animal Husbandry Consultant / Advisor, Farm Consultant / Advisor

MAIN REASON FOR SCARCITY: rural areas-it is difficult to attract and retain skilled people, affordability, lack of qualified specialist, need for more training, technology, skills poaching in the industry, aging of qualified specialist, leaving the country, location of training colleges .

3.2. EXTENT AND NATURE OF SUPPLY

This section aims to examine the extent of occupational supply in the sector, the state of education and training provision and challenges that may be affecting the supply of skills to the agricultural sector. Furthermore, this section supplies details on the learners currently enrolled at training institutions, as well as the learners graduating into the labour market.

Higher Education Institutions

33

There is a high dropout rate of students in undergraduate programmes according to DHET data sourced from the Institute of Race Relations for 2013 and 2014. The initial phase of university seems to be the most challenging as the dropout rate tapers off as professionals advance in their careers.

The figure below shows the universities’ throughput rate for agricultural programmes for 2013 and 2014 respectively.

FIGURE 7:UNIVERSITIES THROUGHPUT FOR AGRICULTURAL STUDENTS GRADUATING IN 2013-

2014

Source: Institute of Race Relations, 2016

The graph above shows that on average, just over 20% of the learners enrolled for agriculture related qualifications graduated. This puts a strain on skills supply to the sector as the majority of enrolled learner’s dropout, negatively affecting the skills pipeline to address identified gaps. The survey conducted with skills development practitioners (External Stakeholder Engagement, 2016) reported dropout rates of less than 20% for all the respondents, which is a vast improvement on the DHET figures cited above. A total of 3,703 and 3,878 degrees, diplomas, and certificates were awarded in 2013 and 2014, respectively. The figure below shows how the graduates were distributed across the various agricultural qualifications.

FIGURE 8: NUMBER OF POST-SCHOOL GRADUATES IN AGRICULTURAL SECTOR

Under-graduate

diploma/certificate (3

years)

Bachelor’s degree (3

years)

Bachelor’s degree (4 years or more)

Under-graduate

diploma/certificate (3

years)

Bachelor’s degree (3

years)

Bachelor’s degree (4 years or more)

2013 2 014

Learners who did not graduate 7 112 1 092 1 928 6 746 1 299 3 083

Graduates 1 313 336 1 295 1 328 367 1 309

No

. of

Lear

ne

rs

34

Source: Institute of Race Relations, 2016

Skills Supply from AgriSETA Discretionary Grants

As part of its skills development mandate, AgriSETA implemented professional, vocational, technical, and occupational skills development programmes that result in full or part qualifications in the 2015/16 financial year. A total of 13,647 learners were enrolled whilst 11,275 learners were certificated. The graph below shows the distribution of learners enrolled and certificated in the 2015/16 financial year.

FIGURE 9: SKILLS DEVELOPMENT INTERVENTIONS

Source: AgriSETA 2015/16 QMR4 Summary Sheet

Surveys conducted with stakeholders in the agriculture sector (External Stakeholder Engagement, 2016) buttress the need for recognition of prior learning (RPL) in the sector. In March 2016, the agriculture sector had over 800 000 unskilled workers (StatsSA, QLFS, 2016) and programmes such as recognition of prior learning, sustainable farming, and planning and basic business management were identified as imperative to improve human resources productivity in the sector. Concerted efforts should be channelled towards improving the productivity of the resources already in the sector through AET and RPL.

Skills Supply through Mandatory Grants

0

400

800

1 200

1 600

Agr

icu

ltu

ral

bu

sin

ess

an

dm

anag

em

en

t

Agr

icu

ltu

ral

pro

du

ctio

no

per

atio

ns

An

imal

sci

ence

s

Foo

d s

cien

cete

chn

olo

gy

Pla

nt

scie

nce

s

Ap

plie

dh

ort

icu

ltu

ral

bu

sin

ess

…

Soil

scie

nce

s

Fore

stry

an

dw

oo

d s

cie

nce

s

Agr

icu

ltu

ral

mec

han

isat

ion

Oth

er

Gra

du

ate

s

2013 2014

0

2000

4000

6000

8000

10000

SkillsProgramme

Learnerships AET Artisan Bursaries GraduatePlacement

Internships

Nu

mb

er

oh

lear

ne

rs

Entered Completed

35

In addressing scarce and skills gaps needs in the sector, there are various skills development interventions that the AgriSETA and the employers in the sector undertake. In 2016/17, employers submitting training reports have indicated a total of 134 838 training interventions being attended by employees. There were a higher proportion of male’s trained (60%) as compared to females (40%). The majority of those who received training were in elementary occupations (62%) followed by Skilled Agricultural, Forestry, Fishery, Craft and Related Trades Workers and Plant and Machine Operators and Assemblers respectively accounting for 10% of total trained. This is almost in line with the occupational breakdown of employees in the sector. Given the seasonality of employment in the sector, employers provide training to the temporary workers they employ so that they are effective and efficient in their roles.

TABLE 13:EMPLOYEES TRAINED BY OCCUPATIONAL CATEGORY AND GENDER

OCCUPATIONAL GROUP MALE FEMALE TOTAL

Manager 4637 1693 6330

Professionals 1498 1379 2877

Technicians and Associate Professionals 3599 1951 5550

Clerical Support Workers 2358 3335 5693

Services and Sales Workers 2721 1448 4169

Skilled Agricultural, Forestry, Fishery, Craft and Related 8913 4654 13567

Plant and Machine Operators and Assemblers 11599 1470 13069

Elementary Occupations 45338 38245 83583

Grand Total 80663 54175 134838 Source: AgriSETA, ATR Data, 2016/17

3.2.1 The state of education and training provision

State of Education and Training Provision

South Africa’s agriculture skills are produced in high schools, agricultural colleges, TVET colleges and Higher Education institutions. It should be noted that no data was found of the number of learners who are taking agriculture as subject in high school. High schools can offer Agricultural Sciences, Agricultural Management Practices, Animal Husbandry, Field Husbandry and Agricultural Technology as choice subjects in Grades 10 to 12 if they have qualified agricultural teachers and the required practical facilities. In most instances, it is the specialised agricultural high schools that offer the latter two subjects, as these subjects require learners to have access to farms and agricultural production facilities (Department of Basic Education, 2013). These students can progress to take agriculture as a focus area at TVET colleges or universities.

The DAFF plays a pivotal role in human capital development in the agricultural sector. It runs a Career Awareness Programme that focuses on the promotion of agriculture, forestry and fisheries as careers and livelihoods of choice (DAFF, 2015). This is particularly aimed at school-going youth in order to build a skills base to address scarce and skills gaps identified in the sector. The Career Awareness Programme is used as a vehicle to eliminate the negative perception towards agriculture and forestry and to raise the profile of fisheries, especially to the inland schools.

The role of AgriSETA in skills provision

36

AgriSETA strives to build a system where its skills development interventions respond to the socio-economic needs of the country, including the improvement and development of South African Human Resources. It fulfils its skills development mandate though, bursaries, internships/workplace experience, learnerships (including New Venture Creation), artisan development, adult education and training, land reform and mentoring, skills programmes and graduate placements. The long term plan of skilling new entrants in the sector is done through close consultation between the sector, agricultural schools and colleges, TVET Colleges and HET institutions to teach relevant skills. There are other avenues for training for those who are already employed in the sector, for example skills programmes and learnerships. Currently, AgriSETA has 92 registered learnerships aimed at addressing identified scarce skills.

Higher Education and Training Institutes

The table below outlines universities, colleges and universities of technology that offer agriculture related qualifications.

TABLE 14:HIGHER EDUCATION AND TRAINING INSTITUTES

UNIVERSITIES

1. University of Limpopo – Faculty of Environmental Sciences and Agriculture

2. Stellenbosch University, Faculty of AgriSciences

3. Nelson Mandela Metropolitan University, Department of Agriculture

4. University of Fort Hare, Faculty of Science and Agriculture

5. University of Pretoria, Faculty of Natural and Agricultural Sciences

6. North-West University, Department of Agriculture

TVET COLLEGES

1. Elsenburg Agricultural Training College

2. Majuba College

3. Cedara Agricultural College

4. Tompi Seleka College of Agriculture

5. Madzivhandila College of Agriculture

6. Glen College of Agriculture

7. Tsolo College of Agriculture

8. Taung College of Agriculture

9. Potchefstroom College of Agriculture

10. Owen Sithole College of Agriculture

11. Grootfontein College of Agriculture

12. Lowveld College of Agriculture

UNIVERSITY OF TECHNOLOGY

1. Tshwane University of Technology

2. Cape Peninsula University of Technology

3. Central University of Technology

4. Mangosuthu University of Technology

These range from NQF level 6 to NQF level 10 and there are currently 400 HEI and 138 agricultural colleges’ qualifications registered on the SAQA database. In 2014, a total of 20,227

37

learners were enrolled for agricultural programmes at the country’s higher education institutions. The level of enrolment is on an increasing trend, a good indication that future skills challenges could be addressed, if properly channelled into the workplace.

The table below shows the distribution of all the South African Qualification Authority registered agriculture qualifications including those for AgriSETA, Umalusi and QCTO.

Colleges of Agriculture

South Africa has 12 colleges offering agriculture qualifications that fall under the auspices of the DAFF, and are administered and managed by the representative provincial Departments of Agriculture. These colleges offer qualifications mainly at NQF Levels 5 – 7 that include national certificates, higher certificates, diplomas and degrees in a range of qualifications accredited with The Council on Higher Education (CHE). Three colleges; Madzivhandila College, Tompi Seleka College and Tsolo College; operate as farmer training centres offering short courses and learnerships at NQF Levels 1-4 that are accredited with the AgriSETA. The table below shows the provincial distribution of the 11 colleges of agriculture and the programme offerings.

TABLE 15:COLLEGES OF AGRICULTURE

Source: iGroDeals, 2016

Due to the colleges being managed at provincial department of agriculture level, they are diverse

in terms of the nature and quality of programmes offered and the accreditation status of their programmes.

Provinces Colleges Programmes

Eastern Cape Fort Cox Crop & Animal Production; Animal health; Agribusiness; Marketing and Forestry

GADI Animal Production; Agricultural management; Pastures & Crops and Agricultural Technical Services

Tsolo Animal production; Crop production

Free State Glen Animal Production; Agricultural management; Crop Production; Agribusiness

Kwa-Zulu Natal

Cedara Crop Production; Animal Health; Mechanical Engineering; Animal Production; Agricultural Economics; Soil Science; Ecology

Owen Sithole Crop Production; Animal Health; Mechanical Engineering; Animal Production; Agricultural Economics; Soil Science; Ecology

Limpopo Madzivhandila Animal Production; Plant Production and Mixed Farming; Irrigation Management; Agribusiness

Tompi Seleka Animal Production; Plant Production

North West Taung Agricultural Management; Plant Production; Animal Production and Irrigation; Engineering

Potchefstroom Agricultural Management; Plant and Animal Production

Western Cape Elsenburg Resource Management; Research and Technology; Veterinary Services; Plant and Animal Production.

38

Training Provider Perspectives

AgriSETA has 902 accredited training providers offering qualifications from NQF level 1 to NQF level 5 (AgriSETA website, 2018). Interviews conducted by AgriSETA revealed that there is adequate provision of agricultural training, particularly at lower NQF levels (NQF Level 1 and 2) although provision at NQF levels 3 and 4 is becoming more available.

A survey conducted with skills development practitioners in the agriculture sector in July 2016 revealed that personnel in the agriculture sector will require skills such as Business and Financial Management, Computer literacy, Marketing, Communication, team building and AET programmes to be more effective. This view is corroborated by the findings of the Skills Demand survey, the results of which are reported above.

3.2.2 Supply challenges experienced by firms

A total of 126,000 people including 8,000 skilled agriculture resources who were previously employed in the agricultural sector were unemployed as at March 2016 (StatsSA, QLFS, 2016). Interviews and surveys conducted with employers in the agriculture sector revealed that the following challenges were being experienced in the sector:

i) Immobility of labour in the market, there are some people who are not willing to relocate to where their skills may be required;

ii) There are some people who enter into the agriculture sector especially at low levels without a passion for it;

iii) Due to the geographical spread of the farms, it is difficult to get a critical mass to be trained;

iv) Retaining skilled individuals interested in the sector after training; v) There are high costs involved in brining individuals to urban centres for training

which uses much of the budget that could otherwise increase the number of learners trained; and

vi) The young generation is not willing to start at the bottom and work their way up.

3.3. PIVOTAL LIST

The Grant Regulations (DHET, 2012) defines PIVOTAL (Professional, Vocational, Technical and Academic Learning) as “programmes that result in qualifications or part qualifications on the National Qualifications Framework”. AgriSETA understands PIVOTAL programmes to be programmes that respond to the supply of identified skills demands. PIVOTAL programmes in the main respond to the scarce skills list.

Methods and interventions of arriving at the PIVOTAL list are as follows:

The AgriSETA’s PIVOTAL list was derived through a number of measures. These included the list of scarce and skills gaps, the national list of occupations in high demand, analysis of performance information and interaction with key stakeholders. A series of surveys were sent out and telephonic interviews were undertaken with major agriculture players, subsectors and industry representatives throughout all the provinces within South Africa to determine key skills gaps, future perceived skills gaps and to identify which programmes and models would best mitigate these gaps. The identification of the PIVOTAL list was preceded by the identification of scarce and skills gaps lists, which, in turn, was informed by labour market demand analysis.

39

Interventions to implement the AgriSETA PIVOTAL list are informed by the status of supply such as the existence of registered qualifications, the adequacy of accredited providers and appropriate or relevant learning interventions to address the qualifications and skills in demand.

The PIVOTAL list is ranked in order of priority as per the scarce skills identified, WSP 2017-18 needs and the AgriSETA supportive interventions to develop these skills. TABLE 16:THE AGRISETA 2019/20 PIVOTAL LIST

Occupation Code

Occupation Specialisation/ Alternative

Title

Intervention Planned by the SETA

NQF Level

NQF Aligne

d

Quantity Needed

Quantity to be

supported by SETA

2017-821301

Mixed Crop and Livestock Farm Worker / Assistant

General Farm Worker

Learnerships: National Certificate: Mixed Farming Systems

2 Yes

200 000 3980

National Certificate: Plant Production

1

Skills Programmes: National Certificate: Plant Production National Certificate: Mixed Farming Systems

1 and 2

Yes

AET programmes N/A No 827

2017-131101

Agricultural Farm Manager

Mixed Crop Farm Manager,

Internships, Bursaries and Learnerships

N/A 4 1,2,3 and 4

Yes 5600 516

Dairy Farm Manager,

National Certificate: Animal Production

2

Horticultural Farm Manager, Sugar Farm Manager, Agronomy Farm Manager, Mixed Crop Farm Manager

National Diploma: Crop Production

5

Livestock Farm Manager

National Diploma: Agriculture

6

2017-611202

Horticultural Farmer

Horticultural Production Supervisor and Horticultural Farm Foreman

Learnerships 3

YES 1517 230

Skills Programmes 3

Internships and Graduate Placement

N/A

Bursaries 5

Diploma 6

40

2017-821101

Crop Production Farm Worker / Assistant

Mixed Crop Worker, Crop Farm Assistant, Agronomy Farm Worker /Practitioner

Skills Programme, Learnership

1,2 and 3 1,2 and 3

Yes 1449 134

2017-862916

Farm Maintenance Worker

Agronomy Farm Worker / Practitioner, Mixed Crop Worker Ornamental, Crop Worker Horticultural Farm Worker / Practitioner Crop Farm Assistant

Skills Programme, Learnership and Internships

1,2 and 3 1,2 and 3 N/A

Yes 1844 132

2017-213202

Agricultural Scientists

Agronomists, Plant Breeders, Plant Pathologist, Animal Husbandry Scientist , Soil and Plant Scientists

Graduate and Post Graduate Bursaries and Internships: BSc Agriculture, BSc Plant Breeding, BTech: Crop Production, BTech: Horticulture, BSc Crop Science

6,7 and 8

Yes 1759 126

2017-734101

Agricultural Mobile Plant (Equipment) Operator

Agrochemical Spraying Operator, Tractor driver, Harvester Operator, and Farm Equipment /Machinery Operator.

Learnership: National Certificate: Plant Production, Skills Programmes: Harvest agricultural crops

1,2 and 3

Yes 1213 86

2017-671202

Millwright

Machine Tool Millwright, Ground Electromechanician

Artisan 4 Yes 1449 20

2017-312201

Production / Operations Supervisor (Manufacturing)

Assembly Supervisor, Production Plant Supervisor, and Shift Manager (Production)

Skills Programmes Learnerships

1,2,3 and 4 1,2,3 and 4

Yes 1129 15

2017-671101

Electrician

Electrical Fitter, Electrical (Engineering)

Artisans 4

Yes 858 12

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3.4. CONCLUSION

The aim of this chapter has been to analyse the occupational shortages and skills gaps in terms of demand and supply in the sector. However, it is important to note that when trying to measure demand against supply, attaining a qualification and the supply of skills, are not synonymous. Indeed, a numeric comparison of skills supplied and demanded would overlook the essential component of workplace experience and broader contextual factors that influence the sector as a whole. In this chapter we have seen that the overarching issues framing skills supply and demand draw attention to challenges with South Africa’s rural/urban divide and adequately servicing the needs of the rural sector.

Moreover, FAWU reported that they believe there are many individuals in possession of scarce skills through years of experience but they are not qualified and thus require Recognition of Prior Learning so that they may proceed to acquire the further training and qualifications needed.

Top levy payers and top industry players, including FAWU, indicated that there is need to define career paths for unskilled and semi-skilled labourers. Currently the youth feel that agricultural jobs available to them are low paying, dead-end jobs with no future prospects.

They associate the jobs available to them in the sector with the oppression of their parents and only enter into them reluctantly. Many commercial and small-emerging farmers complain about the reluctance of workers to perform their jobs with enthusiasm, which they feel impacts negatively on productivity.

Furthermore, attention was drawn to the struggle with accessing or securing what could broadly be called specialised services. Two important points must be made about the data presented in this chapter, which points to the current skills gaps in the sector.

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CHAPTER 4: SECTOR PARTNERSHIPS

4. INTRODUCTION

To achieve the relevant and targeted skills provision that promotes economic sustainability in

the agricultural sector, as well as meeting the needs of all South African communities, both rural and urban, in terms of food provision and sustainable livelihoods, AgriSETA recognises that it must create partnerships with:

• SETAs in other sectors; • Public service and government; • Public TVET colleges; • Large employers and industry bodies within the sector; and • Co-operatives, NPOs and community based organisations.

The purpose of this chapter is to assess the nature of partnerships that AgriSETA has established and propose measures for deepening such partnerships in the future.

4.1. EXISTING PARTNERSHIPS

Over the period of NSDSIII, AgriSETA has worked with various sector stakeholders to develop skills for the sector. Some of the partnerships established have been of a short term nature – often linked to a narrowly defined project (e.g. training of a targeted beneficiary group through an AgriSETA funded learnership programme), others evolving to being more medium to long term in nature. Depicts existing partnerships, aim of partnership, project type, and outcome and developments are shown in the below table.

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4.1.1. Public Service and Government

With a major emphasis placed on land and agrarian reform, agricultural co-operatives, climate change, drought, mechanisation, new technology and the youth bulge, AgriSETA has strengthened linkages with several of its role-players in public service and government particularly, the Department of Agriculture, Forestry and Fisheries (DAFF), the Department of Rural Development and Land Reform (DRDLR) and local municipalities such as the KwaZulu Natal Department of Agriculture. These on-going partnerships are described in the table below;

Table 17: SECTOR PARTNERSHIPS

PARTNERSHIP AIM OF PARTNERSHIP

PROJECT TYPE OUTCOME & DEVELOPMENTS

DRDLR Identify beneficiaries of land reform

Agri-businesses 2015/16 beneficiaries (220) supported through learnerships, skills programmes & mentorships 2016/17 funding - allocated

National Rural Youth Service Corps (NARYSEC)

Youth Development

Motivate and incentivise young people to work on the land

Agri-businesses 470 young people were given access to training No success record available

DAFF (Farm Together)

Support agricultural co-operative development through learnerships & mentorship

Farming 2009 people from 256 co-operatives trained

DAFF (Extension Officer Programme)

Development & training Agriculture Extension Officers

Skills development 233 Agriculture Extension Officers trained

DAFF (Career Awareness Programme)

Promotion of agriculture, forestry & fisheries

Career awareness The Career Awareness Programme is used as a vehicle to eliminate the negative perception towards agriculture and forestry and to raise the profile of fisheries, especially to the inland schools

KZN Department of Agriculture

Large co-operative development

Farm management 84 members & workers are being trained

The Land Bank Implementation of the Sector Infrastructure Projects (SIP)

Commercial status this will support the implementation of the Sector Infrastructure Projects (SIPS) (in particular, those that are aligned to the local government sector)

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and other local economic development activities, as part of achieving Goal 6 of the National Skills Development Strategy III (NSDS III).

PUBLIC TVET COLLEGES

Address skills gaps Skills development Several projects funded by AgriSETA; AgriSETA has finalised memorandum of agreement with Agricultural Colleges for funding. Investment of R28.3 million is planned over three years on the development & support of these Colleges. This fund will be used for capacity building, curriculum or learning programme development, lecturer training & development, and infrastructure.

LARGE EMPLOYERS & INDUSTRY BODIES WITHIN THE SECTOR

Tongaat-Hulett Development and delivery of Agriculture Extension Officers

Skills development Development of Owen Sithole College into Centre of Excellence in the field of sustainable agriculture, & remains in accordance with the standards of Agricultural Training Institution (Tongaat-Hulett Corporate Services Executive 2016). Partnership between AgriSETA & Tongaat-Hulett Sugar to deliver high calibre Agriculture Extension Officers capable to assist emerging sugar farmers in KZN receive support they need to sustainable farming.

Green partnerships

Support Green business initiatives

Skills development AgriSETA will explore possible partnerships to provide support to viable business initiatives that show potential for job creation. Research needs to be conducted to identify new industries

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that must be supported in this area. No success record available.

Other Safe & healthy food production

Skills development AgriSETA will partner with entities that aim to produce safe & healthy food, conserve natural resources, ensure economic viability, improve quality of life in farming areas & ensure animal welfare.

PARTNERSHIPS WITH CO-OPERATIVES AND NGOS

Support co-operatives & NGOs

Skills development Increased registered co-operatives (from 4, 061 in 2007 to 22, 619 in 2010 & 43, 062 in 2013)(CIPC 2014). However, a recent survey carried out on the status of co-operatives in the Fee State by the provincial Department of Economics, Tourism & Environmental Affairs (DETEA) found the following results: Only 37% of the 220 contacted co-operatives were considered still to be in operation 21% no longer functioned 31% never got going 11% status unknown

In the case of 139 defunct co-operatives, the main reason was state contracts that had been promised (or expected) did not materialised. Lack of business skills was a close second, followed by conflict between members of the co-operative (Wessels, 2016).

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There are currently some 450 co-operatives & other small & emergent enterprises receiving support from AgriSETA; some funded by the SETA, others by DAFF & the NSF.

Support of co-operatives forms part of NDP, AgriSETA will provide more focused approach through provision of business development skills, corporate governance, mentoring & technical skills to ensure sustainability of co-operatives.

4.2. NEW PARTNERSHIPS

Partnerships are integral to the implementation of skills development activities such as research, training and sustainability. AgriSETA will be applying a focused approach to the development of new partnerships to assist in the continuation with its successful programmes that meet the skills demand of the sector. The emerging farmer, co-operatives and sustainable farming will continue to be the focus of future partnerships.

The AgriSETA currently does not have any joint projects it is running with other SETAs outside of the normal inter-SETA collaboration. The AgriSETA recognises the need for skills development along value chains. In mid-term horizon, AgriSETA aspires to engage a number of SETAs in areas of common interest. Specific SETAs it has identified for cross-SETA collaboration and partnership are:

FoodBev SETA: There are a number of secondary agricultural industries that share skills needs with industries located in the food and beverages sector. There are overlaps in relation to producers in the citrus fruit and wine industries and a need to develop a set of skills interventions that recognise the need for a more coordinated approach to beneficiation (i.e. the production of fruit products from fruit). FPM SETA: The FPM SETA is engaged with Forestry, a responsibility of DAFF. There are common skills needs between Agriculture and Forestry, including the need for effective extension services. The two SETAs need to work together on such services. There are a number of secondary production processes that fall between the two SETAs, including leather, hemp, cotton, and new industries such as the Eastern Cape goats hair initiative. A joint approach is needed to work in these industries, so as to maximise the potential for job creation.

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W&R SETA: In working with co-operatives one of the most difficult challenges is access to markets. The logical market is supermarkets located in the Wholesale and Retail sector. There is a trend of established farmers supplying supermarkets directly and forming direct relationships rather than trading through intermediaries. A partnership approach whereby co-operatives contracted to supply produce to a supermarket and/ or local markets such as the Pretoria and Johannesburg markets is provided with training from AgriSETA needs to be explored. H&W SETA: A serious occupational shortage in the sector is animal health. Many qualified Vets are located in towns and equity is a challenge. Veterinary schools are located in the Health & Welfare sector. The needs of animals are most keenly understood in the Agricultural sector. The SETAs need to focus on not only vets, but also animal health technicians and nurses. The partnership could include para-professionals.

4.3. PARTNERSHIPS AT SUB-SECTORAL LEVEL

AgriSETA houses 11 distinct sub-sectors. Apart from the national partnerships discussed above, it is important for AgriSETA to take note of partnerships at the level of a sub-sector. This knowledge contributes to a better understanding of the sub-sector, provides additional avenues for AgriSETA to engage with its sub-sectors and expands AgriSETA’s stakeholder base. The following is a summary of such sub-sectoral partnerships. (Note: All sub-sectors are in some form or the other in partnership with AgriSETA – these are not repeated in this table).

TABLE 18:EXISTING PARTNERSHIPS BY SUB-SECTOR

Strategic Partnership Department or organisation

Relevance of partnership

FIBRE

Industry protection DAFF Work closely with DAFF on regulatory requirements with regards to predators Support for small scale cotton farmers Re-alignment of agricultural Agriculture Extension Officers

UP Veterinarian school, Onderstepoort/Tsolo Agricultural College

Joint efforts to ensure that sufficient animal health technicians and nurses are available

Agro-processing DRDLR Joint programme with DRDLR to establish shearing sheds and introducing quality rams to improve quality of wool sheep.

Provision of land and capital support to small scale cotton farmers

PEST CONTROL

Compliance DAFF Industry regulation in terms of Act 36 of 1947

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On-line training programme and renewal

SEED

Skills development Private providers, e.g. Buhle Farmers Academy, MASDT, Grain SA, GFADA

These providers focus on skills development for small scale and new farmers with the eventual aim to assist them to increase their market share

Farmer development DAFF Raise awareness of the sector and engage in publicity such as TV and Radio programmes focusing on the seed industry

Agriculture development and

expansion

Operation Phakisa (DAFF) The seed industry, as a key input supplier to the agricultural sector, must engage with and participate fully in Operation Phakisa: Agriculture, Land reform and Rural development.

Scientific progress Universities Act as drivers for the delivery of more in-depth theory and facilitate research into the seed sector

AQUACULTURE

Commercial sector development

AgriSETA Funding the Aquaculture industry as a commodity organization where the industry select the type of intervention which must be industry-wide

Funding of learning interventions of individual industry enterprises based on applications put forward to AgriSETA.

Support of existing small-scale operations

DAFF Work closely with DAFF in the implementation of Operation Phakisa: Oceans economy. Support small scale operators and work with DAFF for seed funding. Work with DAFF on the vertical integration and establishment of small processing and packing units, logistics and marketing.

Coherent industry AASA The Aqua industry comprises many different elements. As a small and relatively new industry, fragmentation will be counterproductive and therefore AASA is ideally positioned to operate as an apex body for the industry collectively.

MILLING, PET FOOD & ANIMAL FEED

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Skills development GMF and GTI Two specialist training providers serving the need to produce millers and silo management

Government DAFF Various laws applicable to the production of food and feed

DTI, DED, NAMC Matters pertaining to the import and export of food and feed

Commercial matters GrainSA and various agribusinesses

Supply of grains in a sustainable and stable manner

POULTRY

Industry protection DAFF Work closely with DAFF to minimise impact of imports and protest the industry against “dumping” Work closely with DAFF to manage and control avian influenza

UP Veterinarian School, Onderstepoort

Joint efforts to vaccinate areas not yet infected with avian influenza

Agro-processing DRDLR Joint programme with DRDLR to establish and manage small scale abattoirs to the benefit of the under resourced poultry farming community.

TOBACCO

Public TVET Colleges AGRISETA The AgriSETA has initiated and funded several projects with 17 public colleges in its sector (Mthashana, Umfolozi, Waterberg, Nkangala, Gert Sibande, Taletso, Boland, South Cape, Sivananda, Westcol, Maluti, Motheo, Goldfield, Midlands, Lovedale and the East Cape Midlands TVET Colleges). AgriSETA in partnership with these TVET and Agricultural colleges currently offers 92 registered learnership programmes aimed at addressing the identified scarce skills.

GRAIN

Commercial matters GrainSA and various agribusinesses

Supply of grains in a sustainable and stable manner

Skills development Private providers, e.g. Buhle Farmers Academy, MASDT, Grain SA, GFADA

These providers focus on skills development for small scale and new farmers with the eventual aim to assist them to increase their market share

HORTICULTURE

Skills development Agricultural colleges (in particular)

After restructuring of agricultural colleges, new partnerships will have to

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be forged, which will depend on the shape the colleges will take.

Training service providers Responsible for training at workplaces, including learnerships, skills programmes, and compliance training.

Post-school education institutions (including agricultural schools)

Research partnerships, human resource development, career advice, placements for workplace experience (internships).

Value chain input suppliers Responsible for supplying growers with all inputs and services required in their farming operation.

Government Government departments (DAFF, DRDLR, the DTI, DWS, DOH, DSD, etc.)

Government services

Commercial matters ARC Commodity-specific applied research

RED MEAT

Agro-processing DRDLR Joint programme with DRDLR to establish and manage small scale abattoirs to the benefit of the under resourced poultry farming community.

Industry protection UP Veterinarian school, Onderstepoort/Tsolo Agricultural College

Joint efforts to ensure that sufficient animal health technicians and nurses are available

SUGAR

Large Employers and industry bodies

within the sector

Tongaat-Hulett: AgriSETA has partnered with Tongaat-Hulett Sugar in a programme aimed at the development and delivery of Extension Officers within the South African sugar industry. The primary focus of this programme and partnership is to deliver high calibre Agriculture Extension Officers that are capable to assist emerging sugar farmers in KZN receive the support they need to sustainably farm. Through its partnership with the Owen Sithole College of Agriculture, Tongaat-Hulett has been able to solidify its relationship with the school, ensuring development of the College into a Centre of Excellence in the field of sustainable agriculture, and remains in accordance with the standards of Agricultural Training Institutions (Tongaat-Hulett Corporate Services Executive 2016)

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Government KZN Department of Agriculture

The focus of this partnership project is on larger co-operatives. It seeks to develop farmers beyond the basic technical skills in order for them to become effective in farm management. The project comprises learnerships in plant production, animals, horticulture, mixed farming systems, and poultry. The qualifications are mainly at level 1 and 2. Those targeted (for farm management) will start at NQF level 3 with technical skills, and then engage in NQF level 4 and 5 management programmes. Currently, 84 workers and members are being trained.

National Rural Youth Service Corps (NARYSEC - Youth Development)

This is a joint project that aims to motivate and incentivise young people to work on the land and thereby have a stake in their rural communities rather than gravitate to towns.

DAFF (Farm Together):

This partnership supports agricultural co-operative development through mentorship and learnerships. DAFF and DRDLR have provided the farms and projects, whilst the AgriSETA provides and quality assures the training required to develop, skill and mentor farmers to sustainably run and manage co-operatives with the ultimate goal of moving emerging farmers to commercial farmers.

4.4. CONCLUSION

This chapter presented the AgriSETA partnerships. The AgriSETA aims to strengthen its existing

partnerships by specifically engaging with partners to meet its occupational shortages, skills

gaps and HTFVs. New partnerships especially with other SETAs will be pursued ardently to align

the AgriSETA’s priority skills areas and pivotal skills lists to national interests. Future SSPs will

also report on partnerships that work and those that do not work. Best practice partnerships

will be highlighted in future SSPs to benchmark partnership criteria with successful, effective

and efficient partnership models.

Noting the sub-sectoral partnerships is important and it enriches the SETAs knowledge on how

sub-sectors engage with stakeholders, what they regard as important and how the value chain

is enhanced.

The next chapter presents the AgriSETA skills priority actions.

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CHAPTER 5: SKILLS PRIORITY ACTIONS

5. INTRODUCTION

This chapter aims to synthesise the findings of the previous chapters and establish a set of

skills priority actions for the sector. The intention of these recommended skills priority actions is that they articulate the macro concerns of the agricultural skills sector as they find expression in national policy and global change drivers (chapter 2), as well as the skills concerns identified by employers and training providers in terms of their skills gaps (chapter 3) and partnerships in chapter 4. This chapter serves to identify priorities that should be taken forward and further developed in the AgriSETA Strategic Plan and Annual Performance Plan.

5.1. FINDINGS FROM PREVIOUS CHAPTERS

In this section the key findings emerging from the reviews and analysis offered in the preceding chapters are summarised.

Large and small farming enterprises struggle to attract and retain the required level of skill which was shown in chapter 1. Stakeholders require skills transfer to less experienced staff members, emerging farmers require mentorship in business management skills and co-operatives require mentorship in enterprise development.

A second key finding was that co-operatives, largely based in rural and peri-urban areas, require specific types of support to flourish and contribute to the food security of their constituencies. In this regard, both policy frameworks and key stakeholders speak to the need for corporate governance training and support, coupled with the requisite production skills training. The dual

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needs of co-operatives segue into the last two key findings that speak to crosscutting needs in the sector: 1) The quality and relevance of technical knowledge, extension services and the like, and 2) the need for business management and entrepreneurial skills in the ever-changing farming space. Each of these will be dealt with in turn.

Cutting across key change drivers in chapter 2, the demand for skills in the agricultural sector and the supply of skills by training institutions is a call for mentorship. An aging workforce, skills exodus, urbanisation, attractiveness of the profession and equity efforts without the requisite technical and business support, are all reasons cited as reasons for a diminishing number of young skilled agricultural managers and professionals.

Closely related to technological advancements and rapid urbanisation is the changing nature of consumer behaviour and rising disposable income, and the green economy. Consumers are becoming increasingly sensitive to sustainable a farming practice which invariably affects consumer perceptions. This calls for more research and development in the sector to deal with changing consumer habits and marketing directed interventions to attract to encourage domestic consumption to buy local. The green economy requires sustainable practices cutting across all farming activities, research and development into energy efficient farming methods and green knowledge qualifications reported in chapter 2.

The change drivers underpinning these key findings introduced in chapter 2, namely, land reform, climate change, the youth bulge and technological advancement, consumer behaviour and the green economy in the sector are all phenomena that will impact on skills development in agriculture with a fair degree of certainty. While the magnitude of technological advancement might be tempered because of the fairly slow rate of mechanisation in African agriculture (BMI, 2016), the remaining three drivers have already come to pass and need to be addressed with a sense of urgency. This is especially so because up-skilling young employees or unemployed youth have considerable lead times. Completing a qualification is only the beginning of a career pathway, while experienced professionals are exiting the sector every year. It would take a minimum of 10 years for someone to reach managerial level if they were beginning their post-school training today, by which time technology would have advanced and operations changed. Thus, it is critical that learning interventions concerned with higher NQF level qualifications are addressed as a matter of urgency. If managerial and technical leadership is not developed and retained in the sector, this presents a risk to economic growth and development generally, but specifically to the food security of South Africans.

It has been shown that training providers and employers highlighted the need for business skills in the sector. It was not enough to have production knowledge; one also needed to know how to run an organisation, navigate markets, and secure development finance. These skills would clearly need to be scaled to the size of one’s enterprise, but the generic need maintained across stakeholders.

Key stakeholders identified the higher NQF level skills as being in scarce supply shown in chapter 3. Here, professions such as agricultural scientists, Agriculture Extension Officers, engineers, technicians and research specialists were mentioned. This finding also points to the ever-changing nature of the agricultural sector. Technology is developing, manual techniques are being mechanised, and there is a need to keep abreast of cutting-edge technologies and research to remain globally competitive.

HTFV centre mainly on commercial enterprises. Small scale enterprises do not really advertise and recruit staff and therefore is not generally part of the HTFV. It is however important to note

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that there are serious shortcomings in small scale enterprises both at the level of technical farming skills and business acumen. This is further amplified by the lack and poor quality of extension services. In the case of the commercial enterprises the focus is on high-level managerial skills, the inability to find and recruit scientists (especially in sophisticated industries such as seed production), shortage of technical (especially artisanal) skills and lately skills associated with animal and plant health and food safety (mainly driven by illnesses such as Listeriosis and Avian influenza). These influence the way in which AgriSETA in future approach its PIVOTAL engagements.

Furthermore, there is a need to develop sustainable farming processes supported by environmentally-conscious principles, which also requires professional and research-based support for the development of relevant qualifications this can be done through partnerships as illustrated in chapter 4. This need is of course exacerbated in times of ecological stress such as drought, El Niño, and climate change, as experienced in recent years.

Over the years AgriSETA build strong partnerships with various stakeholders (Chapter 4) to advance skills development in the sector and some new or proposed partnerships (especially with other SETAs such as Foodbev, FP&M and W&R SETA) were identified. What is particularly insightful is partnership arrangements at the level of the 11 sub-sectors. This insight enriched the SSP and expands AgriSETA’s understanding of its 11 highly diverse sub-sectors as well as the total value chain – it effectively expands the AgriSETA stakeholder base.

5.2. RECOMMENDED ACTIONS

In accordance with the key findings summarised above, the following 5 key priority actions have been identified as necessary steps that need to be taken in offering stakeholders the support they need to address skills challenges in the agricultural sector.

5.2.1. Policy provisions that create incentives to support rural skills development

In line with the NDP and other national policy frameworks that highlight rural development as a key programmatic focus of government, it is recommended that AgriSETA, in partnership with other relevant departments, create an incentive-based framework to support skills development in rural areas.

A number of key stakeholders remarked on the difficulty in attracting and retaining skills in rural areas. For this reason, tax incentives, salary incentives and training incentives should be devised that make it attractive both for the youth to remain in rural areas in agricultural professions, but also for training providers and experienced professionals to be located in rural areas to facilitate training and mentoring programmes. This is already being done to some extent by the DRDLR in their mentoring programme which pays mentors R10 000 per month.

A second policy recommendation based on the findings of the SSP research is drawn from Wiltshire’s (2016) work on temporary farm workers. In this regard it is recommended that, “special legislative provision is required for subsidised skills training of temporary farmworkers” through defining temporary learners as a separate 18.3 category in the Skills Development Act. This type of amendment would allow temporary workers to access workplace skills training during periods of unemployment, or “give preference to employing successful learners the following peak season” (ibid). Workers would be able to access workplace training out of peak season, while employers could claim back the skills levy on their temporary employed worker’s wages.

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A third action in this regard is to gain clarity as to the future of Agricultural Agriculture Extension Officers – this has been a point for discussion for many years, appropriate qualifications have been developed and many policy decisions have been taken. However the quantum and quality of extension services is not improving. AgriSETA, as an agent of government, should start playing a leading role in this regard TABLE 19:POLICY PROVISIONS SKILLS PRIORITY ACTIONS

Skills Priority Action Outcome Outputs

Policy provisions that create incentives to support rural skills development.

Rural & temporary skills development is incentivised.

Rural skills development is incentivised through tax structures. The Skills Development Act is amended to include temporary workers in its levy and subsidy structure. Extension services addressed

5.2.2. Support co-operatives in corporate governance and enterprise development

It was found through stakeholder engagement, internal consultation, as well as in alignment with the NDP and the NSDS III, that co-operatives should be supported and developed to close the gap between rural and urban development. In particular, it was noted that co-operatives require support in terms of corporate governance and enterprise development skills, to ensure their autonomy and sustainability. Accordingly, it is recommended that AgriSETA develop unit standards and learning pathways that address the specific skills needs of these co-operatives and that they are recognised as subsector in their own right. Business acumen needs to be teased out and AgriSETA should develop comprehensive and long-term development programmes where co-operatives are systematically developed over time and not exposed to once-off engagements (such as FarmTogether only). Programmes should be multi-year. It is advisable to rather engage with fewer cooperatives but do so deeply and for a prolonged period of time.

TABLE 20: CO-OPERATIVE SKILLS PRIORITY ACTIONS


Support co-operatives in corporate governance and enterprise development.

Corporate governance and enterprise development unit standards are available to agricultural co-operatives.

Corporate governance and enterprise interventions, currently located in special projects, are developed as accredited qualifications. Rural Development recognised as an AgriSETA subsector. Comprehensive, integrated programmes and long-term engagement

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5.2.3. Mentorship and career pathways clearly mapped to support equity and youth development

In accordance with the needs of attracting and retaining youth in agricultural careers, as well as in the interests of skills transfer from experienced professionals to emerging farmers and early career professionals, it is recommended that AgriSETA formalise a mentorship programme for the top ten scarce skills, including: farm managers, agricultural scientists, and operations managers. Alongside this, career pathways should be mapped across the supply chain by subsector to create a pipeline for youth to move from unskilled to skilled occupations.

TABLE 21:MENTORSHIP AND CAREER PATHWAY SKILLS PRIORITY ACTIONS


Mentorship and career pathways clearly mapped to support equity and youth development.

Emerging farmers mentored by experienced professionals. Career pathways for youth mapped across the supply chain by subsector.

Mentorship programme accredited through AgriSETA structures in partnership with DRDLR and others. Career pathways mapped by subsector with a focus on youth development.

5.2.4. Improve the quality of skills supply to the sector

Drawing on the key findings of this review, it is recommended that the quality of the skills supply to the agricultural sector is improved. Specifically, it is recommended that the translation of research and development activities into accredited learning programme curriculum, coupled with on-the-job training, is undertaken to remain locally relevant and globally competitive. It is imperative that the comparatively large amount of money spent on agricultural extension services1 translates into quality skills provision. According to the survey of industry stakeholders (Stakeholder Survey, 2016), this should include developing learning pathways that cater for technological advancements in the sector, as well as having training providers that can offer recognition of prior learning for those located in rural areas.

AgriSETA should urgently re-look the myriad of qualifications under its custodianship (most rarely used) and ensure that appropriate Occupational Qualifications are available, providers are capacitated to deliver and employers understand the interplay between theory, practical and workplace exposure.

Finally, AgriSETA should extend its engagement with Agricultural Training Institutes – they are central to the success of the industry and should be capacitated to deliver what the farming community wants.

TABLE 22:QUALITY OF SKILLS SUPPLY SKILLS PRIORITY ACTIONS

1 South Africa spends three times as much on agricultural extension services as a proportion of agricultural GDP as the global average, at 2.7% compared to 0.9% (Kane-Berman, 2016).

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Improve the quality of skills supply to the sector.

Agricultural extension services are well-resourced, skilled, experienced and up-to-date with latest R&D.

Education and training capacity of service provider and Agriculture Extension Officers continuously evaluated for relevance and quality. Occupational qualifications developed and properly implemented ATIs capacitated

5.2.5. Establish a cross-cutting focus (on green knowledge and animal and plant health) in all skill provisions

The ecological challenges associated with climate change today present the agricultural skills development sector with a two-fold problem. They need to be able to adjust to the contextual stresses of farming in a precarious ecological climate in the short-term, as well as developing knowledge, technologies and skills that will allow for sustainable farming in the long term. In targeting these two components it is recommended that the AgriSETA adopt an approach of insisting on a cross-cutting focus on the promotion of green knowledge across all subsectors and enterprise sizes. This means that qualifications developed catering for subsistence, all the way to commercial farming, must include an integrated focus on green knowledge.

Similarly animal and plant health (and food safety) has been elevated as a top priority. As for green knowledge, food safety should form part of each and every learning intervention. At the same time AgriSETA should, through bursaries especially at post graduate level, assist sub-sectors in ensuring that there is a sufficient supply of scientists to the sector whom have the knowledge and ability to impact positively on animal and plant health.

TABLE 23:GREEN KNOWLEDGE SKILLS PRIORITY ACTIONS


Establish a cross-cutting focus (on green knowledge and food safety) in all skill provisions.

Skills development needs of the sector include a cross-cutting focus on green knowledge and food safety.

Green knowledge integrated into all learning programmes. Food safety (and animal and plant health) integrated into all learning programmes. Focus on the development of related scientists

5.3. CONCLUSION

This chapter triangulates the findings of the qualitative and empirical data presented in the

previous chapters. The aim of this chapter was to establish a set of skills priority actions for the

AgriSETA and agricultural sector. The recommended skills priority actions articulate the macro

and micro occupational shortages, skills gaps, pivotal priorities and HTFVs of the agricultural

sector.

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