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Why investing in rural skills development is South Africa’s smartest move

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By Daniel Orelowitz, Managing Director of Training Force

Despite an abundance of choice in skills training available in South Africa’s metropolitan hubs, many rural and remote communities continue to face significant obstacles when it comes to developing their workforce. With limited infrastructure, few accredited training providers, and scarce resources, many motivated learners are denied opportunities that could shape their futures. Expanding access to practical, career-focused training in these areas is key to increasing employment, building local enterprises, and driving economic growth nationwide.

The barriers to learning in rural communities
Across rural South Africa, infrastructure gaps make learning harder. Without nearby training centres or businesses, opportunities for hands-on experience are scarce and uneven schooling quality in some areas means many learners leave matric without the skills that employers require. Faced with limited options, young people often migrate to the cities, where job markets are already stretched, while their home towns struggle to build their own economies.

Still, rural and township areas hold immense potential. With Africa’s youth population on the rise, developing skills where people live is becoming more urgent. Failure to act means sidelining capable young people while urban centres face a shortage of critical skills.

Bringing skills training closer to home
Making skills training work in rural areas requires flexibility and a willingness to rethink delivery. Mobile training units, from converted buses to portable classrooms, can bring practical, hands-on instruction to even the most remote communities. By rotating between towns and villages, it becomes possible to cut travel time and costs that often keep learners away.

Local partnerships add another layer of impact. When training providers work with nearby farms, mines, construction firms, and retailers, they can host courses at worksites or community halls, giving learners relevant experience in familiar surroundings. Employers benefit too, gaining access to a workforce that already understands local conditions. Short, modular courses make training more manageable for people juggling work or family duties. Where internet access is strong enough, digital tools and e-learning platforms can expand choice and in low-connectivity areas, preloaded tablets or offline learning kits keep education within reach.

Community hubs equipped with computers, internet access, and learning materials can serve as centres for both formal courses and informal mentoring. Learnerships and apprenticeships create a clear bridge between study and paid employment, giving people the chance to stay and work in their own communities. When these approaches are tailored to the realities of each region, they will open the door to relevant, accessible training that builds both skills and local economies.

Strengthening communities and economies
Enabling such access to training within rural communities has clear social benefits. Learners avoid the financial strain of relocating to the city and can maintain their support networks, which makes it easier for them to complete courses and apply their new skills locally.

Economically, this means unemployment rates will drop as more people gain qualifications that match available jobs. Local businesses benefit directly from a skilled workforce, which leads to improved productivity and growth. Expanding training opportunities in rural areas also encourages entrepreneurship, helping communities build more resilient economies. Importantly, growing skills and employment in rural areas reduces the influx of job seekers to already overstretched urban centres, which helps balance economic development and lessens the pressure on city infrastructure and services.

Partnerships for a more inclusive future
For skills training to truly work in rural areas, training providers must have a good grasp of the local situation: which industries are present, what skills people already have, and what gaps need to be filled. Designing programmes that match the specific needs of these communities is far more effective than one-size-fits-all courses.

That said, private training providers often struggle to keep their operations running sustainably in rural locations without some kind of external support. This is where collaboration with government and businesses plays a critical role. Offering incentives that encourage companies to set up near or within rural areas can create much-needed job opportunities, while funding and backing for rural training initiatives help make programmes affordable and accessible to those who need them most.

When training providers, government, and industry align their efforts, they can develop the vast skills available in South Africa’s rural areas. Offering training where people live supports personal growth, boosts community economies, and fosters a more equitable and balanced national economy.

Navigating South Africa’s Skills Revolution: A Call for Cohesion and Clarity

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By Thinus Oelofse & Nati Levit

South Africa stands at a pivotal juncture in its skills development landscape. The expiry of legacy qualifications and the full transition to the Quality Council for Trades and Occupations (QCTO) occupational certificates represent not just a procedural shift, but a profound transformation with far-reaching implications for individuals, businesses, and the nation’s economic future.

While the move towards QCTO qualifications promises more modern and relevant skill sets, the current implementation presents a complex web of challenges that demand immediate and coordinated attention from all stakeholders. The very essence of what constitutes a “qualification” is being redefined. Unlike the familiar, structured one-year learnerships, the new occupational certificates vary significantly in duration from a few months to several years. While this flexibility reflects real-world learning needs, it also introduces uncertainty, particularly in relation to frameworks such as Broad-Based Black Economic Empowerment (B-BBEE) and the SARS Section 12H tax incentive, which were developed around older models of structured learning.

Despite widespread belief that legacy qualifications would lapse in June 2023, the DHET and QCTO have since gazetted extensions now staggered between December 2025 and June 2026, depending on the qualification type. These updates, reflected in several Government Gazette notices from 2024 through 2025, demonstrate a phased transition rather than an abrupt cut-off.

However, the practical rollout of this shift remains problematic.

There is an urgent need for alignment and policy clarity across key government departments: the Department of Higher Education and Training (DHET), QCTO, the Department of Trade, Industry and Competition (DTIC), and SARS. In the absence of harmonised guidance, many businesses and training providers remain unsure how to implement the new qualifications within existing compliance frameworks putting funding, scoring and delivery pipelines at risk.

The challenges are further compounded by systemic capacity issues at QCTO. As acknowledged in the QCTO’s 2025–2026 Strategic Plan, the council is under pressure from staffing shortages, accreditation backlogs, and a flood of applications. These delays significantly hinder the ability of providers to offer new occupational programmes timeously and by extension, delay access to critical skills for the workforce.

One of the most pressing operational issues is the External Integrated Summative Assessment (EISA). While robust assessments are necessary to uphold quality, the current model a once-off, high-stakes pass/fail exam, poses accessibility challenges. With limited EISA centres nationwide, many learners, especially in rural areas, face logistical and financial barriers to sitting for assessments. The lack of preparatory support such as mock exams adds further concern around fairness and learner confidence. Cost remains a critical barrier, particularly where exam fees are borne by the learner or absorbed by stretched training budgets.

In light of these challenges, it is clear that a measured, inclusive transition is essential. A blanket phase-out of legacy qualifications without robust infrastructure or education campaigns risks creating gaps in service delivery and missed targets for both youth employment and business compliance. A more phased approach would allow time to expand EISA capacity, streamline accreditation, and educate employers and learners about the value and mechanics of the new system.

The current climate of uncertainty has led to widespread concern among providers and employers. What’s needed now is proactive, transparent engagement between government, training providers, and industry. This includes developing guidelines for tax and B-BBEE alignment, expanding EISA infrastructure, and ensuring that new qualifications are both implementable and fundable.

For now, legacy qualifications still play a critical role in meeting employer needs and compliance objectives. However, the long-term potential of QCTO programmes is significant. Many of these newer qualifications are shorter, more focused, and better aligned to real workplace demands offering an agile tool for closing the country’s widening skills gap.

As we navigate this next phase of South Africa’s skills revolution, collaboration is key. Government must prioritise policy alignment and capacity building. Training providers must uphold quality and adapt to new accreditation requirements. And businesses must choose partners who can guide them through this transition.

The future of South Africa’s workforce depends on our ability to turn a fragmented system into one that is modern, responsive, and inclusive. If we get this right, we won’t just change the way people are trained we’ll change the way South Africa works.

From learnership to leadership: paving the way for youth employment

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In a recent “Monthly Chat with Thinus” at Training Force, two shining examples of successful learnership journeys, Wayne Dickens and So-Andrea Maarman, shared their experiences and insights. Both started as learners and are now pivotal Senior Project Coordinators, demonstrating the transformative power of learnerships in combating youth unemployment in South Africa.

The Learnership Advantage: Gaining Experience and Qualifications

Wayne and So-Andrea’s stories highlight the unique benefits of learnerships. So-Andrea, who was working in retail, learned about Training Force through a friend. She was drawn to the opportunity to gain both a qualification and practical experience – a crucial combination often missing from traditional academic routes. Her Generic Management Level 5 learnership provided her with valuable insights into management styles and workplace administration, preparing her for the fast-paced environment at Training Force.

Wayne’s journey was different, marked by a personal tragedy that left him temporarily disabled. He found Training Force through a former colleague and embarked on a Business Administration Level 3 learnership. Despite his mechanical background and initial nervousness, his facilitator provided extensive support, literally “holding his hand” through the learning process. Wayne emphasized how the learnership, combined with his workplace experience at Training Force, provided him with a new direction and valuable skills.

Both credit their time as learners for equipping them with essential tools, such as prioritizing tasks and enhancing computer skills, especially with programs like Excel and Word. They also acknowledge the significant mentorship they received from their manager, Menecia Hendricks, who they jokingly called “the main tool.”

Overcoming Challenges and Seizing Opportunities

The transition from learner to permanent employee wasn’t without its challenges. So-Andrea noted that the biggest shift was the increased responsibility and accountability that comes with being an employee compared to a learner. Wayne, too, faced the personal hurdle of overcoming trauma while adapting to a new professional environment.

However, their success stories underscore the importance of attitude and perspective. Thinus Oelofse, the host of the chat and a key figure in their employment at Training Force, revealed the turbulent period during which Wayne and So-Andrea joined. Amidst leadership changes, retrenchments, and the uncertainties of COVID-19, Training Force needed dedicated individuals. Wayne, So-Andrea, along with two other learners, Courtney and Iman, were “thrown in the deep end,” taking on diverse responsibilities from recruitment and administration to project coordination and even assisting with invoicing. Their willingness to step up, be present daily, and assist wherever needed set them apart.

A Message to Unemployed Youth: Focus Beyond the Stipend

Wayne and So-Andrea passionately advocate for unemployed youth to view learnerships as a significant opportunity for growth rather than just a source of income. Wayne stressed: “Don’t focus on the stipend. Focus on the qualification… it’s actually the first stepping stone of your career.” He urged learners to build themselves, grow, and groom for their future.

So-Andrea echoed this sentiment, advising youth to embrace all available opportunities, whether learnerships or short courses, and to see them as pathways to career progression. She encouraged those who complete a learnership to consider pursuing a higher-level learnership if immediate employment isn’t possible, as this can lead to absorption by a company.

Both emphasized the power of community and spreading positive messages. Wayne believes that if individuals motivate their friends and communities to take advantage of such opportunities, it can collectively lower the unemployment rate and create better communities. So-Andrea added that spreading “good news” about learnerships, similar to how gossip spreads, can significantly impact the youth.

Learnerships: A Vital Alternative to Traditional Education

Thinus highlighted a critical point: learnerships are an often-overlooked alternative to traditional university or college education, especially for the significant percentage of South African youth who do not complete matric. With an estimated 12% school leaving rate, many individuals feel their future is limited without a matric certificate. Learnerships offer a viable route to gain practical experience and a qualification, addressing the common employer requirement for experience. As Thinus, a triple degree holder, noted, traditional degrees often provide theoretical knowledge but lack real-world workplace experience.

Wayne and So-Andrea’s journey serves as a powerful testament to the fact that with dedication, a positive attitude, and the right opportunities, learnerships can indeed pave the way from unemployment to successful, fulfilling careers.

Angle: Expanding access to skills training in rural and remote areas

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Many people living in South Africa’s rural and remote areas still face major barriers when it comes to accessing skills training. While training opportunities are widely available in urban centres, rural communities are often left behind due to limited infrastructure, resources, and access to accredited providers. However, offering structured, job-specific training in these areas is essential—not only for individual development, but for broader economic growth and improved employment outcomes.

Training in rural areas helps reduce unemployment, supports local industries, and improves productivity. Many people in these regions are willing to learn but often lack access to formal institutions or suitable training options.

Programmes that are aligned to industry needs and delivered within the community—such as mobile units, onsite training, and short practical courses—can address this gap. These help learners gain skills relevant to sectors like construction, agriculture, mining, and logistics, which are often active in rural areas.

This approach also supports local businesses by improving staff capability and ensuring compliance. Importantly, it allows individuals to develop skills and find work within their own communities, reducing the need to relocate in search of opportunities.

In this angle, Daniel Orelowitz, MD at Training Force will emphasise that with the right training methods and a clear understanding of local needs, training providers can help close the gap between urban and rural workforce readiness. Orelowitz will discuss that this contributes to stronger communities, better business performance, and a more inclusive economy overall.

Talking Points:  

  • What are some of the key challenges that rural and remote communities face when it comes to accessing skills training in South Africa?
  • Why is it important to prioritise structured, job-specific training in these areas?
  • How can mobile training units, onsite facilitation, and short practical courses help close the training gap in rural regions?
  • Which industries or sectors benefit the most from skills training delivered in rural communities?
  • In what ways does community-based training improve business operations and workforce capability in rural areas?
  • How does providing training closer to home impact the social and economic stability of rural communities?
  • What role should training providers play in aligning their programmes with the specific needs of remote areas?
  • How can expanding rural training contribute to a more inclusive and balanced national economy?
  • What are the 3-5 key messages that you would like to emphasise in this opinion piece?

Taking on a disabled workforce by looking at the abled within the disabled

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By Daniel Orelowitz, Managing Director at Training Force

In South Africa, there is much talk about transformation, equality and empowerment. Yet when it comes to hiring people with disabilities, many businesses still fall short. Too often, hiring is done to tick boxes or boost a B-BBEE scorecard, not because of a genuine belief in the value that people with disabilities can bring to the workplace. It’s time to shift our focus. We need to start “seeing the abled within the disabled” by recognising talent, not ticking compliance boxes.

Because in truth, many South Africans living with disabilities do not lack capability, but the opportunity.

Stop hiring for targets, start hiring for talent

For the most part, the hiring of people with disabilities is still approached as a compliance issue. There’s a push to meet employment equity targets or improve scorecard ratings, but often without the right support, structures or mindset in place. As a result, these hires can feel tokenistic and unsupported.

The Employment Equity Act and B-BBEE codes are designed to encourage transformation, and they are without a doubt necessary. But using them purely as a yardstick for numbers, rather than for real inclusion, misses the point. It should not be about how many people with disabilities a company employs, but about how meaningfully they are included, supported and enabled to contribute to business objectives. South Africa has many talented individuals who live with disabilities – what they need is for employers to see beyond their label and start seeing skills, experience and potential.

Disability is not inability

There is a persistent misconception that people with disabilities cannot work as effectively as able-bodied employees when many roles do not depend on physical mobility at all. Think about sectors like customer service, administration, IT, content creation and finance, where mental focus, communication and consistency matter most.

In South African call centres, for example, people with disabilities often excel when given the right tools and training. While a person who uses a wheelchair might not be suited to a factory floor, but in an office environment, whether remote or in person, they can outperform expectations in the right role.

The key is not to focus on what someone cannot do, but to identify where their strengths lie and place them in roles where they can shine. That is the foundation of inclusive, effective hiring.

Build workplaces that work for everyone

Creating a disability-inclusive workplace in South Africa doesn’t require deep pockets. Small changes, such as accessible desks, flexible hours or assistive technologies, can go a long way toward levelling the playing field.

However, physical infrastructure is only one part of creating an inclusive workplace. Cultural and organisational readiness is equally important and this includes leadership commitment, internal education, and proactive support policies. This is important because when these elements are aligned, inclusion becomes a sustainable practice rather than a symbolic gesture. In many South African organisations, unconscious bias and a lack of disability awareness continue to limit integration efforts. Employees may be unsure how to engage with colleagues who have disabilities, and those with disabilities may feel hesitant to request necessary accommodations. Training, clear policies, and open dialogue are essential to closing this gap.

True inclusion benefits everyone. By building workplaces that are welcoming, accessible, and focused on strengths, companies will benefit from higher engagement, lower turnover, and stronger brand reputation as an enterprise that takes diversity to heart.

Shifting focus from disability to ability

Although deep pockets are not mandatory, the deepest change required will be that of mindset. When the focus shifts from seeing the disability to finding the ability, the hiring process becomes more human and more effective. As such, inclusion should not be based on charity or scorecards but come from a genuine attempt to build diversity in the workplace. Leadership must actively support disability inclusion and ensure that structures are in place for meaningful participation. This can look like working with training providers in setting realistic and measurable inclusion goals and investing in long-term skills development strategies.

It’s important to point out that people with disabilities are not seeking special treatment. They are seeking fair treatment and equal access to opportunity. In recognising the abled within the disabled, South African employers can build workforces that are not only more inclusive, but also more capable, resilient and representative of South Africa’s broader society.

A morning that moved the room Emotional Intelligence in the Workplace

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The Workforce Training & Consulting Business Breakfast was more than a conversation on Emotional Intelligence—it was a wake-up call for how we show up as leaders, teammates, and human beings.

From the moment doors opened, the atmosphere was electric. Guests connected over coffee and left transformed by powerful, authentic stories from our speakers:

🏉 Victor Matfield on composure in chaos
Andre Arendse on the emotional demands of elite performance
💼 Hilma Haimbili on turning emotional intelligence into a business tool

Together, we explored:

  • How EQ builds trust and team resilience
  • The link between vulnerability and strength
  • How to embed emotional intelligence into strategy and culture

It was real. It was raw. And it was needed.

Thank you to everyone who made it unforgettable.

Relive the highlights

Are students learning or just searching? The AI education paradox

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In an era where technology provides answers at the tap of a screen, the question arises: Are students truly learning, or are they merely outsourcing their thinking? With the rapid rise of Generative AI tools like ChatGPT, Gemini, and Claude, education faces a paradox. These tools are revolutionising access to knowledge, yet they challenge traditional notions of learning and critical thinking.

The rise of instant answers

During a recent classroom discussion, a student shared how they completed their entire learnership assignments using ChatGPT. While the output was impressive, I couldn’t help but wonder—did they truly understand the subject? This incident reflects a growing challenge in today’s AI-driven learning environment.

Remember when research meant poring over library books and scribbling notes for hours? Today, those hours are reduced to seconds with a simple AI prompt. But is convenience coming at the cost of real learning? Today, a single prompt typed into an AI chatbot can generate a detailed essay, solve a complex equation, or summarise an entire book. While this ease of access is undoubtedly convenient, it raises concerns about the depth of learning taking place.

The question I have is: Is knowing where to find an answer the same as understanding it? Can critical thinking, problem-solving, and creativity thrive when learners rely on AI to do the heavy lifting?

The erosion of research skills

Traditional research teaches more than just finding information; it fosters analytical thinking, perseverance, and the ability to evaluate sources critically. With AI tools, students may skip these crucial steps. Instead of delving into a topic and synthesising information, they risk becoming passive consumers of pre-packaged answers.

A recent study found that many students who use AI tools struggle to explain the concepts in their own words. This suggests a disconnect between accessing information and internalising it. If unchecked, this trend could lead to a generation of learners who excel at using tools but lack foundational knowledge and skills.

Many educators, myself included, have noticed a growing number of learners submitting polished assignments but struggling to articulate the core ideas during discussions. It’s as if their understanding exists only at surface level, mirroring the AI-generated responses.

James Maisiri, writing for the Mail & Guardian, highlights how AI has the potential to address challenges in South African education, such as teacher shortages and inequalities. However, he stresses the need for thoughtful implementation to ensure AI enhances learning rather than undermines critical skills. Similarly, a systematic review in the International Journal of Learning, Teaching and Educational Research reveals that AI-powered tools, like automated assessments and intelligent tutoring systems, can boost engagement and personalise learning, though challenges such as infrastructure gaps and ethical concerns must be addressed.

The role of educators in the AI era

Educators face the challenge of integrating AI into learning without compromising its integrity. Rather than banning these tools, schools, universities, FET Colleges, and Training providers should focus on teaching students how to use them responsibly. For instance:

  • Encourage critical evaluation: Train students to question the accuracy and bias of AI-generated content.
  • Promote ethical use: Highlight the importance of academic integrity and the risks of plagiarism when using AI.
  • Foster deep learning: Design assignments that require original thought, collaboration, and problem-solving, beyond what AI can deliver.

Teaching students to evaluate the accuracy and bias of AI-generated content is essential. We also need to promote academic integrity, ensuring learners understand the ethics of using AI tools. Most importantly, assignments should foster original thought and collaboration, pushing students to think beyond what AI can deliver.

Becky Pringle, president of the National Education Association, advocates for teacher training to harness AI responsibly while ensuring equitable access. She views AI as a tool that can complement educators by reducing workloads and freeing them to focus on fostering critical thinking and creativity.

Balancing convenience and competence

Generative AI should be seen as a supplement to, not a replacement for, traditional learning methods. It can streamline repetitive tasks, provide instant feedback, and offer personalised learning paths. However, educators and learners must ensure that the core skills of research, critical thinking, and independent learning are not lost in the process.

Chris Dede, a professor at the Harvard Graduate School of Education, warns against over-reliance on AI. He highlights the importance of maintaining human mentorship and nuanced understanding in education, stressing that AI should support, not replace, educators.

A call to reflect

Sal Khan, the CEO of Khan Academy, recently spoke about the transformative potential of AI in education. He highlighted how AI could be used to enhance personalised learning and address gaps in understanding. However, he also emphasised the importance of guiding students to engage deeply with content, warning against over-reliance on AI as a shortcut to learning.

As AI reshapes education, we face a choice: use it to enhance human potential or let it diminish the skills that define us. The future of learning depends on how wisely we navigate this delicate balance.

As we embrace AI in education, the fundamental question remains: Are we preparing students for a future where they can think critically and innovate, or are we teaching them to rely on shortcuts? The answer lies in how we balance the use of technology with the cultivation of human intelligence.

References

  • Maisiri, J. (2024). AI as a beacon of hope for education reform. Mail & Guardian. Retrieved from https://mg.co.za
  • International Journal of Learning, Teaching, and Educational Research. (2024). AI in higher education: Benefits and challenges. Retrieved from https://ijlter.net
  • Khan, S. (2023). How AI Could Save (Not Destroy) Education. TED Talk. Retrieved from https://www.ted.com
  • Dede, C. (2024). Educating in a world of artificial intelligence. Harvard Graduate School of Education. Retrieved from https://www.gse.harvard.edu
  • Pringle, B. (2024). How AI can transform education responsibly. National Education Association. Retrieved from https://time.com

Embracing the QCTO Era: A New Chapter in Skills Development and Community Upliftment

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South Africa is on the cusp of a skills development transformation. As the country phases out legacy qualifications and formally shifts to occupational qualifications under the Quality Council for Trades and Occupations (QCTO), training providers, employers, and — most importantly — learners must prepare for a new, more structured way of learning and working.

At Training Force, this isn’t just about policy change. It’s about people. It’s about ensuring that young South Africans, many of whom face barriers to education and employment, can access real, relevant opportunities that lead to lasting change — for themselves, their families, and their communities.

From Generic to Purpose-Driven Learning

Under the legacy model, learners often completed broad qualifications that weren’t always aligned with specific roles in the workplace. The QCTO era introduces occupational qualifications — designed around real job functions and employer needs. A qualification like “Business Administrator” now prepares a learner for exactly that role, bridging the gap between training and meaningful employment.

This change is especially powerful for youth, unemployed individuals, and informal workers seeking a formal pathway into the economy. It ensures their training isn’t just theoretical — it’s directly tied to a career.

Why It Matters for Learners and Communities

QCTO qualifications culminate in an External Integrated Summative Assessment (EISA), a national examination that formally verifies whether a learner is competent to perform in the workplace. This brings much-needed standardisation and credibility, but it also requires proper preparation, support, and guidance — something Training Force is uniquely equipped to provide.

For learners, this means:

  • Gaining job-specific skills that employers truly value
  • Earning nationally recognised qualifications
  • Accessing work experience and mentorship through structured training
  • Having a clear career pathway in a sector aligned to their strengths

And for communities, it means empowering young people to contribute meaningfully to local economies, reduce unemployment, and foster generational change.

Training Force’s Role: Making QCTO Work for People

As a people-first training provider, Training Force is not simply reacting to the QCTO changes — we’re actively leading the way in helping organisations and learners adapt. Our approach goes beyond compliance; we are partners in transformation.

Here’s how we support learners and employers:

  • Matching occupational qualifications to actual job roles
  • Helping employers and SETAs register qualifications where gaps exist
  • Offering flexible, learner-centred delivery models (in-person, virtual, hybrid)
  • Preparing learners thoroughly for the EISA through continuous learning support
  • Assisting with Recognition of Prior Learning (RPL) for experienced workers without formal certification
  • Ensuring learners are not just trained, but ready for employment

The Time to Act is Now

Legacy qualifications are being phased out. The QCTO model is here to stay. Employers must start mapping roles, adjusting training strategies, and investing in qualifications that align with their operations. But equally important, learners must be supported — not just through training, but through mentorship, guidance, and a pathway to real opportunity.

At Training Force, we see this as a chance to deepen our impact. We don’t just develop skills — we uplift people. We create access. We make futures possible.

Let’s Build a Future That Works

The QCTO era marks a new beginning for skills development in South Africa. With the right approach, it can become a powerful tool for social change — one that reduces unemployment, closes the skills gap, and gives more people the dignity of meaningful work.

If your organisation wants to be part of that change, Training Force is ready to walk the journey with you — and with the communities we serve.

 

Unlock value beyond compliance

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Making the skills development fund work for you

In conversation with Shaun Jefferies (SDE Consulting) and Thinus Oelofse (Training Force)

Skills development is no longer a tick-box exercise, it’s your business’s upper hand on the competition. Yet, despite the clear financial and operational benefits, many businesses are still falling short. Why? Misunderstanding, misinformation, and missed opportunities.

At Training Force, we recently sat down with Shaun Jefferies, Managing Director of SDE Consulting, and our own Thinus Oelofse, Solutions Development Manager, to unpack the real value of skills development, the risks of poor implementation, and how companies can approach compliance with both confidence and purpose.

As Shaun points out, the Skills Development Facilitator (SDF) plays a crucial role in helping businesses comply with legislative requirements, particularly the Skills Development Act and Skills Development Levies Act. But beyond compliance, a capable SDF unlocks access to SETA funding, aligns training with business strategy, and enhances B-BBEE performance.

“Done right,” Shaun says, “skills development becomes a strategic tool. It’s about identifying real needs, securing funding, implementing training properly, and reaping long-term returns.”

Thinus echoes this sentiment: “Skills development isn’t a side project. It’s a lever for growth, if you take the time to do it right.”

There’s no shortage of horror stories. Fly-by-night SDFs, overpromising training providers, and poor internal processes can result in wasted training budgets, reclaimed SETA funding, loss of B-BBEE points, missed tax rebates and the worst of all: reputational and financial damage.

“We’ve seen SETAs reclaim funding when requirements weren’t met,” says Thinus. “That’s not just a missed opportunity; it’s a financial blow.” According to Shaun, a major culprit is lack of understanding. “Many companies are given bad advice or appoint internal SDFs who simply tick boxes. They submit reports without real strategy or insight into what’s possible.”

Both Shaun and Thinus emphasise a holistic, informed, and accountable approach. This includes: Conducting a proper skills gap analysis, aligning B-BBEE, EE and training strategies, working with credible, experienced partners, treating your SDF appointment like a key hire, and ensuring clear ROI and impact goals from the outset.

“If you think your company doesn’t have skills gaps, you might be the gap,” says Thinus. “It’s like becoming nose-blind to a problem, you don’t see it because you’ve been in it too long.”

So, when it comes to in-house vs external SDFs, what’s the right call? While companies can appoint internal staff as SDFs, the real question, according to Shaun, is whether they’re adding value or just meeting deadlines.

“Compliance is the bare minimum. Ideally, you want someone who can look at your business, understand where the opportunities are, and build a roadmap that brings return on investment, financially and in your people.” Thinus notes that some SETAs are now enforcing minimum requirements for SDFs, in response to companies appointing underqualified staff just to meet administrative obligations. “It’s a sign of how important this role is becoming,” he says.

So, how do you protect your business when appointing an SDF? Shaun recommends applying the same scrutiny you would to a new hire: “Check their track record. What’s their client retention like? Do clients stay with them? Do they know how to align funding with training outcomes?”

According to Thinus, “A good SDF can save you money, boost performance, and help build the leaders of tomorrow. A bad one can set you back years.”

Training Force and SDE Consulting share a common belief: When skills development is done properly, it becomes a growth engine. Yes, there are monetary incentives: SETA grants, tax rebates, and B-BBEE points. But the long-term reward is a more capable, engaged workforce, and a stronger, more resilient business.

Or as Shaun puts it, “You can start with the financial motivation. But over time, you’ll see the deeper value, in your people, your culture, and your competitiveness.”

At Training Force, we understand that businesses want to make profits. But we also believe in profit with purpose, a mindset where growth, sustainability and empowerment go hand-in-hand. Whether you’re just beginning your skills development journey or need help realigning your current efforts, we’re here to help you do it right, with transparency, integrity, and real impact.

Why corporate giants need to champion SME skills development in South Africa

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By Daniel Orelowitz, MD at Training Force

Though the buzzwords “job creation” and “economic growth” often dominate boardroom discussions, it is the humble Small and Medium Enterprises (SMEs) that truly bring these concepts to life. SMEs are the ones taking risks, hiring locally and revitalising our markets. Yet, they are the ones struggling, particularly in accessing the skills they desperately need. The growth potential is clear – SMEs do not simply fill gaps in the market, they create new ones. They innovate and they adapt with a nimbleness that bigger entities lack but this potential is often choked by a lack of resources, especially in upskilling their workforce. It is unrealistic to expect SMEs to compete on a global scale, if they’re perpetually battling to stay afloat due to a skills deficit.

Corporate self-interest – strengthening the supply chain

Many SMEs lack the financial resources to invest in training that would improve the quality of their products or services. By providing financial and resource support, corporates can bridge this gap and enable SMEs to develop the skills needed to meet industry standards.

To put it bluntly, this is a prime opportunity for corporates to provide real support for SMEs by funding training programmes that enhance their capabilities. The argument for corporates to step in isn’t just a matter of social responsibility, it’s directly related to self-preservation. Given the sheer scale of interconnected global economies, supply chains are only as strong as their weakest link. By investing in SME skills development through Enterprise and Supplier Development (ESD) initiatives, larger organisations are not just throwing a lifeline; they’re strengthening their own position. An SME with a well-trained workforce is a more reliable supplier, a more innovative partner, and a more capable contributor to the wider ecosystem.

Strategic investment with skills development as a priority
Throwing money at the problem isn’t enough. Too often, ESD funds are misdirected, or worse, squandered, because the recipient lacks the business acumen to manage them effectively. This is where the “skills” part of “skills development” must be brought sharply into focus.

SMEs and their workforces require a diverse skill set on top of the basics of management skills, financial literacy, and administrative capabilities. Equipping individuals with these competencies ensures that the right people, possessing the right skills, are in place to maximise the Return on Investment (ROI) from ESD funding.

Putting the focus on skills development in the right place
To achieve this, a dedicated portion of every ESD investment must be explicitly earmarked for comprehensive training. This isn’t as complicated as it sounds. To maximise the impact of these initiatives, corporates should partner with accredited training providers, who will bring in the experts to deliver impactful, relevant programmes, tailored to the unique requirements of the SME.

Let’s not forget the operational burdens that often cripple SMEs – the endless admin, the cash flow struggles, the constant juggling of multiple roles – these are the realities that prevent entrepreneurs from focusing on growth. Corporates can step in to alleviate these burdens by providing resources for administrative support, or by facilitating learnerships and internships where relevant, to give SMEs, the breathing room they need to move beyond survival.

Stepping up to champion SME skills development
In short, it’s about building the human capital that will drive long-term success. By outsourcing training to reputable providers, corporates can ensure that SMEs receive high-quality, relevant skills development that directly contributes to their growth. Such a partner would manage the skills development aspect of the investment from start to finish – covering everything from training materials to compliance reporting, making it almost effortless on the corporate’s part to contribute to the growth of SMEs through their supply chain.

To get there, however, a paradigm shift needs to happen. Corporate South Africa needs to move from a mindset of charity to a mindset of strategic partnership. This isn’t about handouts; it’s about investing responsibly in the future of businesses and communities. It’s about recognising that when SMEs thrive, South Africa thrives.