1
2
EXECUTIVE SUMMARY
High Gear is an innovative initiative, conceptualised and led by IYF that aims to demonstrate a model for 
greater industry involvement in Technical, Vocational, Education & Training (TVET) college course design and 
delivery. This will be achieved through equipping industry partners in South Africa with IYF’s globally refined 
tools, curricula, and processes, which address core technical education challenges, and then working with 
them to guide the initial implementation of these approaches with partner TVET colleges. 
The High Gear Theory of Change hypothesises that: IF industry intermediaries better support and facilitate 
collaboration and partnerships between employers and public TVET colleges, AND curricula and teaching in 
TVET colleges is aligned to industry needs, THEN public TVET colleges will become, and remain, more 
responsive to the needs of young people and industry, providing employers with an improved skills pipeline, 
and positioning more young people for workforce success.
High Gear thus aims to create a demand driven public TVET system aligned with industry needs, and with 
quality course delivery that generates positive learning and employment outcomes for young men and women 
in South Africa. To achieve this, High Gear will be guided by TVET Colleges and industry in:
1. Identifying priority industry competencies with industry associations.
2. Designing industry validated TVET course upgrades together with TVET lecturers and industry experts. 
3. Supporting TVETs to deliver industry-aligned content by drawing on TVET input and industry trainers.
4. Organising workplace exposure for TVET staff and students based on TVET demand which will then be 
managed by industry.
5. Delivering Sectoral Education and Training Authority (SETA) grant advisory services to employers 
within industry associations.
The purpose of this formative, developmental evaluation is to assess the impact and contributions of High 
Gear and to test key components of the programme’s design and Theory of Change during the initial 
implementation period. Specifically, the evaluation sought to review system change catalysts and initial 
system adoption in relation to partnerships, curricula and training and employment outcomes:
•Improved & 
sustained 
partnerships 
between industry 
Partnerships 
•Lead to curricula 
& teaching that is 
better aligned to 
industry needs
Curricula
•Which results in 
improved learning 
& employment 
outcomes for 
young people
Training & 
Employment 
Outcomes
3
The formative evaluation found that, in relation to Partnerships, there is clear evidence that better and 
stronger partnerships are beginning to emerge between industry intermediaries and colleges, and that 
employers are being brought into this process.
• Industry Association respondents indicate that they have begun to integrate the concepts from the 
programme into their own developmental processes: “we didn’t understand the landscape and 
funding mechanisms” and they are using the learning acquired through High Gear to “explore skills 
development interventions and apply for additional funding to support High Gear as well as our own 
initiatives’’.
• There is direct evidence of national and regional Industry Associations working with colleges, through 
High Gear, to upgrade the curricula, to upskill lecturers and to source opportunities for Work 
Integrated Learning (WIL). Colleges are responding well, laying the foundation for better 
engagements between industry and colleges going forward.
• The High Gear approach resonates well with company strategies – employer respondents note that it 
“makes sense” for there to be closer working relationships between employers and colleges, and that 
“the programme … is highly relevant and well received by companies and industry as a whole.” Some 
employer respondents noted that the impact of COVID-19 was slowing their ability to engage more 
fully in the programme.
These findings are borne out in the achievement of specific indicators:
• Year 1 targets were met or slightly exceeded in relation to the number of High Gear practices and 
policies that are adopted by industry partners; and in relation to the number of partners who report 
that elements of the model are integrated into their institutional strategies. Targets for the number of 
times partners share learning from the project were significantly exceeded.
• ZAR 8 661 900 (USD 577 460) of public funding has been secured by partners for implementation of 
High Gear or related programming (this becomes the Baseline going forward). In addition, partners 
have submitted skills development funding proposals to the value of ZAR 19 902 813 (USD 1,326,854) 
to public entities.
• The Year 1 target for the number of beneficiaries engaged in partnership activities was significantly 
exceeded in KZN (by 93%), and slightly under in EC (63% of target achieved) but this is not considered 
a concern at this stage. 
It is noted that the Year 1 target relating to the number of industry group partners that indicate that High Gear 
has supported them to access increased skills development funding was not met, but this is not considered a 
concern at this stage as there is evidence that a great deal of groundwork has been done in this regard and 
these kinds of funding applications take time. Further, there is no evidence yet that partners have accessed 
additional funding to advance inclusive practices, but there are promising signs as High Gear has supported 
two KZN firms to develop and submit SETA grant applications in early 2022 and the firms are awaiting the 
outcomes from merSETA. IYF is engaging with firms through SETA Grant Advisory Services on this data. Also, 
the SETA is not yet able to provide data on whether there is an increase in employer proposals that include 
TVET college partnerships, but as this is also a requirement of reporting into the President’s Youth 
Employment Dashboard, it is likely that this information will be accessible going forward, and will be tracked.
In relation to Curricula, it was found that course material has been developed, technical assistance provided, 
and College lecturers are receiving training, coaching or capacity building support.
• Work has focused on aligning curriculum in the existing N4-N6 Mechanical and Engineering 
programmes through the High Gear Project Based Learning course upgrades.
• There has also been significant work done to review the curricula for new occupational qualifications 
for Electronics, Electrical and Mechanical Engineering studies: the current engineering TVET N4 – N6 
qualifications are falling away, and the new qualifications will replace them from late 2023 
onwards. High Gear supported the Qualifications Council for Trades and Occupations (QCTO) in the 
4
development of these new qualification between mid-2021 and mid-2022, and all three curriculum 
frameworks are with the QCTO for finalisation.
• A number of technical interventions have been provided, and all qualifying lecturers at both colleges 
have benefitted from capacity building, including an introduction to project-based learning (PBL), 
effective teaching techniques. and work integrated learning (WIL).
Specifically, Year 1 targets were exceeded for the number of technical assistance interventions delivered – 
five in the Eastern Cape and six in KZN (target of three in each province), and for the number of TVET courses 
aligned to industry requirements – two in each Province. In relation to the total number of beneficiaries1 who 
received training, coaching or capacity building, it is noted that overall programme targets were exceeded for 
institution staff in both provinces, and for private sector or NGO staff in KZN. The Year 1 targets for students 
reached with the training were not met as the targets were based on the inclusion of NC(V) students who have 
since been excluded from the High Gear programme on the basis of feedback from the colleges. In discussion 
with High Gear, it was agreed that, despite the exclusion of the NC(V) students, the project expects to meet 
the original targets with the additional students reached through the Yakh’iFuture platform, to go live in 
mid-2022.
And in relation to training and employment outcomes, it is too soon to tell but the Programme appears to be 
on track to achieve this: an increasing percentage of students are passing, and based on interviews with 
employers, it was found that they (employers) have very high levels of confidence that students employed 
through the college perform better than other new entrants. But there are some concerns around student 
perceptions of improvements and access to workplace experience opportunities. Given the timing of the 
student Computer Assisted Telephonic Interviews (CATI), the data on the number of students who have 
accessed employment is preliminary and will be confirmed in the Tracer study.
In relation to the percentage of students who pass, Year 1 targets for the percentage of students who pass 
were exceeded in both Provinces: data on student academic performance received from EMC and Elangeni 
shows that the average combined pass rate for N4 – N6 Mechanical and Electrical Engineering was 35.6% at 
Eastcape Midlands College (Y1 target was 33%), and 50.3% at Elangeni TVET College (Y1 target was 24%). 
Of some concern is that, in the student CATI, questions raised as to whether qualifications provided them with 
the skills and tools to access employment and the required soft skills, and whether the quality and resources of 
the programme were of a high quality, were less positive than expected. These responses are concerning but 
may be explained by the reality that many High Gear upgrades had not yet been implemented and that there 
were COVID-related disruptions to the teaching and learning process. To understand this better this issue was 
probed in follow up qualitative interviews, in which it was found that students were specifically concerned that 
they had not been provided with the requisite practical training, that textbooks were not current or did not 
have sufficient information and that soft skills were not systematically covered. While some of these issues are 
outside of High Gear’s control, in Year 2 of the programme, IYF is supporting colleges to address some of these 
challenges by enabling more access to WIL through partnerships with employers, providing more relevant 
material through the demokits, and integrating Passport to Success (PTS) into Yakh’iFuture. 
Year 1 targets for the number of students who received updated course content was slightly exceeded in the 
EC, but not met in KZN. (EC target was 240 and 262 received, while in KZN the target was 1100, and 433 
received.) The Y1 target for KZN was particularly high because it was anticipated that NC(V) students would be 
reached through PBL interventions, however this was not the case as NC(V) students were excluded from the 
programme, as described above. IYF is aiming to make up these numbers in 2022 by exposing both NATED and 
NC(V) students nationally to Mechanical and Electrical Engineering concepts with animated demos, formulas 
and revision quizzes on the Yakh'iFuture's Discover page.demokitassistance. 
1 Note beneficiaries here covers institution staff, private sector or NGO staff and students.
5
The Year 1 target for the number of individuals affiliated with colleges (lecturers) who benefitted from capacity 
development support was not met in the EC but was (slightly) exceeded in KZN. This is largely due to the 
removal of the NC(V) qualifications from the programme (i.e., the target was too high in the EC). Surveys sent 
to lecturers to probe their responses had a very low completion rate – we are working to find a solution to 
better understand lecturers’ views on whether the quality of their teaching has improved.
Another important strategy for improving employment outcomes it to increase student connections with 
employers. Student respondents in the CATI indicated that they don’t feel that their connections with 
employers have improved, and targets for students accessing work experience were not met at either college -
13% of students in EC and 10% of students in KZN had accessed workplace experience in 2021. This is a 
concern, but it is noted that in KZN there was a problem with accessing WIL opportunities as the college did 
not have sufficient insurance to meet COIDA requirements, and in the Eastern Cape there were delays in 
contracting with AIDC to facilitate placements. Student perceptions about that lack of access and their views 
that TVET colleges could still do more to connect them with potential employers are therefore correct.
Those who had accessed work experience had generally positive views on the experience, although 
respondents from KZN returned slightly higher average ratings to all statements than those from the Eastern 
Cape. In order to support colleges to address this, High Gear has some direct interventions around this planned 
through the Yakh’iFuture career experience platform and the mobile site SAyouth.mobi which will hopefully 
address this going forward.
6
CONTENTS
EXECUTIVE SUMMARY ..............................................................................................................................1
1 INTRODUCTION...................................................................................................................................9
1.1 Hypothesis and Theory of Change ........................................................................................................9
1.2 Evaluation Purpose .............................................................................................................................10
1.3 Background: High Gear interventions and activities being evaluated in Year 1 .................................11
2 EVALUATION METHODS AND METHODOLOGY.........................................................................15
2.1 Stakeholders Engaged.........................................................................................................................16
2.1.1 Interviews .......................................................................................................................................16
2.1.2 Lecturer Self-Administered surveys................................................................................................16
2.1.3 Graduate Surveys............................................................................................................................16
2.2 Limitations to the Study ......................................................................................................................18
3 FINDINGS AGAINST HIGH GEAR INDICATORS...........................................................................20
3.1 Objective 1: Sustained partnership between industry and TVET colleges to align with employer 
needs 20
3.1.1 Intermediate Result (IR) 1.1: Increased industry-wide coordination to align TVET courses with 
industry needs. ............................................................................................................................................21
3.1.2 Short-term Result 1.1.1: Industry partners incorporate TVET partnership objectives into their 
strategic plans..............................................................................................................................................29
3.1.3 Intermediate Result 1.2: Key partners access South African funding and resources to sustain and 
scale the High Gear model...........................................................................................................................30
3.1.4 Short-Term Result 1.2.1: Partner industry intermediaries and companies submit funding 
proposals aligned to the High Gear model. .................................................................................................32
3.1.5 Short-Term Result 1.2.2: Partner industry intermediaries disseminate project learnings. ............33
3.2 Objective 2: TVET students have equitable access to high-quality, relevant training and improved 
employment opportunities..............................................................................................................................34
3.2.1 Intermediate Result 2.1 (a): Students enrolled in upgraded TVET courses demonstrate improved 
academic performance ................................................................................................................................44
3.2.2 Intermediate Result 2.1 (b): Employers have increased confidence that graduates from upgraded 
TVET courses meet their skills needs...........................................................................................................46
3.2.3 Intermediate Result 2.2: Students enrolled in upgraded TVET courses have expanded professional 
networks. .....................................................................................................................................................51
3.2.4 Short term Result 2.2.1: Employers deliver expanded and more gender-inclusive workplace 
training opportunities..................................................................................................................................52
4 FINDINGS IN RELATION TO THE PRIMARY EVALUATION QUESTIONS ................................60
4.1 Question 1: Is High Gear’s Theory of Change – including its embedded assumptions – accurate, 
thereby leading to anticipated results? ...........................................................................................................61
4.1.1 Does the Theory of Change contribute to increased and sustained partnerships between industry 
and TVET colleges?.......................................................................................................................................62
4.1.2 To what extent are the curricula and teaching in TVET systems more aligned to industry needs 
and being delivered as intended according to project design? ...................................................................63
7
4.1.3 To what extent did the intended outcome of increasing young women’s and young men’s 
learning and employment in targeted regions occur over the course of the project?................................63
4.2 Question 2: Is High Gear contributing towards increased ecosystem resilience? ..............................63
4.3 Question 3: Does the High Gear project model deliver Value for Money?.........................................64
5 CONCLUSION ....................................................................................................................................66
TABLES
Table 1: High Gear Interventions - Year 1.............................................................................................................11
Table 2: Stakeholders reached through Interviews.............................................................................................16
Table 3: Lecturer Survey Responses.....................................................................................................................16
Table 4: Graduate Survey Sample & Responses...................................................................................................16
Table 5: Profile of Graduate Survey Respondents................................................................................................17
Table 6: Technical Assistance Interventions Delivered.........................................................................................26
Table 7: Training Targets and Year 1 Achievements.............................................................................................27
Table 8: Number of people who meaningfully engaged in partnerships, engagement and convening activities 28
Table 9: Status of Applications for Public Sector Funding ....................................................................................31
Table 10: Current Status of Survey Respondents.................................................................................................36
Table 11: Time Taken to Find a Job ......................................................................................................................36
Table 12: Type of Employment Contract..............................................................................................................36
Table 13: Relationship between Qualification and Job ........................................................................................37
Table 14: Job Titles of those Employed ................................................................................................................37
Table 15: Monthly Income of those Employed.....................................................................................................37
Table 16: Contribution to Household Income .....................................................................................................38
Table 17: Perceived Reasons for Unemployment.................................................................................................38
Table 18: Comparing Baseline & Formative Evaluation Survey Responses to Statements on Improving Skills & 
Knowledge to Access Employment (Combined Agree and Strongly Agree).........................................................40
Table 19: Reasons for enrolling in Qualification (2021 responses only)...............................................................42
Table 20: EMC Respondents - Views on effect of participation on Soft Skills .....................................................43
Table 21: Elangeni Respondents - Views on effect of participation on Soft Skills................................................44
Table 22: EMC Completion Rates ........................................................................................................................45
Table 23: Elangeni Completion Rates...................................................................................................................45
High GearTable 24: Responses to Survey Questions on Quality & Resources of the Programme .......................47
Table 25: Student Access to Workplace Experience/ Exposure...........................................................................53
Table 26: How students accessed Workplace Experience/ Exposure...................................................................53
Table 27: Respondents' views on Workplace Experience /Exposure (Average Ratings) ......................................53
Table 28: Reasons why Respondents thought that they had not accessed Workplace Experience....................55
8
9
1 INTRODUCTION
High Gear is an innovative initiative conceptualised and led by IYF that aims to demonstrate a model for 
greater industry involvement in Technical, Vocational, Education & Training (TVET) college course design and 
delivery. This will be achieved through equipping industry partners in South Africa with IYF’s globally refined 
tools, curricula, and processes, which address core technical education challenges, and then working with 
them to guide the initial implementation of these approaches with partner TVET colleges. High Gear was 
launched in South Africa in February 2020 and runs through March 2023 in KwaZulu-Natal (KZN) and through 
February 2024 in the Eastern Cape (EC). The initiative aims to create a demand driven public TVET system that 
is aligned with industry needs, and which provides high quality course delivery that generates positive learning 
and employment outcomes for young men and women in South Africa.
The UK Government’s Skills for Prosperity Programme is funding High Gear implementation in KwaZulu-Natal 
Province, and the United States Agency for International Development (USAID) and the Michael & Susan Dell 
Foundation (MSDF) are funding project implementation in the Eastern Cape province. All three funding 
partners are supporting High Gear’s national stakeholder engagement and learning efforts.
The design and implementation of High Gear is being managed by IYF, in partnership with the National 
Association of Automotive Component and Allied Manufacturers (NAACAM) and the Department of Higher 
Education and Training (DHET). Within this partnership the following roles are allocated: 
• IYF manages the High Gear partnership and leverages its model and curriculum enhancement tools.
• NAACAM ensures the High Gear initiative remains responsive to the skill needs of employers in the 
automotive components manufacturing sector.
• DHET, as the overseer of South Africa’s public TVET college system, informs decisions related to the 
selection of partner TVET colleges; the selection of courses/qualifications for upgrading; the review 
and approval of proposed course upgrades; and the facilitation of TVET college leadership and 
lecturer participation in the initiative. In addition, DHET will support expansion of successful course 
upgrades in the TVET system.
IYF has partnered with Singizi Consulting Africa (Singizi) to conduct research and evaluation activities for the 
duration of the implementation process.
1.1 Hypothesis and Theory of Change
High Gear operates on the following hypothesis: IF industry intermediaries better support and facilitate 
collaboration and partnerships between employers and public TVET colleges, AND curricula and teaching in 
TVET colleges is aligned to industry needs, THEN public TVET colleges will become, and remain, more 
responsive to the needs of young people and industry, providing employers with an improved skills pipeline, 
and positioning more young people for workforce success. This hypothesis, with the High Gear Theory of 
Change (ToC) are outlined in the following, Diagram 1.
10
Diagram 1: High Gear Hypothesis & Theory of Change
This hypothesis is currently being tested by IYF. This report focuses on the progress made in the first year of 
the programme against its objectives and the extent to which the actions undertaken appear to be resulting in 
the intended changes. It provides an analysis of the data collected from TVET graduates, TVET lecturers, and 
other stakeholders, including industry intermediaries, employers from the automotive components 
manufacturing sector in Durban and Gqeberha, college officials in colleges in which High Gear is being 
implemented, and Government stakeholders at national and provincial levels in South Africa. 
High Gear aims to create a demand driven public TVET system aligned with industry needs, and with quality 
course delivery that generates positive learning and employment outcomes for young men and women in 
South Africa. To achieve this, High Gear will be guided by TVET Colleges and industry in:
• Identifying priority industry competencies with industry associations.
• Designing industry validated TVET course upgrades together with TVET lecturers and industry experts. 
• Supporting TVETs to deliver industry-aligned content by drawing on TVET input and industry trainers.
• Organising workplace exposure for TVET staff and students based on TVET demand which will then be 
managed by industry.
• Delivering Sectoral Education and Training Authority (SETA) grant advisory services to employers 
within industry associations.
The High Gear initiative aims to target 3600 TVET students to receive updated course content across Eastcape 
Midlands College and Elangeni College over the next 4 years. 1600 of these students will come from Eastcape 
Midlands College and 2000 from Elangeni TVET College.
This Year 1 Annual Formative Evaluation Report focuses on the activities that were undertaken in the first year 
of the programme and covers the period April 2021 to March 2022. It is noted that the Department of Higher 
Education and Training postponed the 2021 end of year exams due to disruptions caused by COVID-19. 
The final data gathering for Year 1 activities could therefore only take place in April 2022, and the first version 
of this report was submitted on the 23rd of May 2022. This version was reviewed by the IYF team and sent 
back to Singizi on 03 June 2022. The updated version was used to develop the presentation to donors at the 
bi-monthly PAC meeting on 15 June 2022. In discussion with IYF, and with the support of donors, it was agreed 
11
to probe some of the findings with students. These qualitative telephonic interviews were conducted in August 
2022, and the additional data integrated into this report. 
This report reflects on the extent to which the programme appears to be on track in relation to realising the 
two key objectives of the High Gear programme: 
1. The development of sustained partnerships between industry and TVET colleges to align training with 
employer needs, and 
2. Ensuring that TVET students have equitable access to high-quality, relevant training and improved 
employment opportunities.
1.1 Evaluation Purpose
In June 2021 a Baseline study was conducted for High Gear South Africa by Singizi. This was to provide a basis 
against which change could be measured. The Baseline reported the status of TVET curricula and training 
against programme indicators and offered more nuanced insights into the training system based on the 
perspectives from NAACAM and other industry intermediary respondents, employers, college officials, N4-N6 
engineering graduates (2019 and 2020), lecturers, and other key stakeholders. 
During the Baseline study, programme partners confirmed the logic of the High Gear Theory of Change and 
affirmed the importance of sustainable partnerships to improve the alignment of the TVET colleges’ curricula 
and teaching to industry needs. All stakeholders interviewed were confident that with greater levels of 
alignment the colleges will become, and remain, more responsive to the needs of both young people and 
industry, which in turn should provide employers with an improved skills pipeline, contribute to improved 
productivity, and position more young people for access to employment.
The purpose of the formative evaluation is to assess the impact and contributions of High Gear to the 
strengthening of the skills system and to test key components of the programme’s design and Theory of 
Change during the initial implementation period. The objectives of this report are to:
• Determine whether the hypothesised Theory of Change (ToC) and assumptions are holding true or 
not, and the factors that are influencing these results. 
• Inform project strategy shifts, if necessary, to strengthen implementation and outcomes; and 
• Gather preliminary evidence of the High Gear project’s impact on young people and the TVET system. 
Additionally, the findings of the formative annual evaluation report provide content in response to the High 
Gear primary evaluation questions, they provide evidence of the robustness of the High Gear Theory of 
Change and, where necessary, also provide recommendations about modifications that may be required to the 
Theory of Change.
1.2 Background: High Gear interventions and activities being evaluated in Year 1
This section highlights the activities that have been undertaken by the IYF High Gear programme in the 
past year.
Table 1: High Gear Interventions - Year 1
Intervention Purpose
Work-integrated Learning 
(WIL) co-design workshops 
with TVET colleges.
In March 2021, IYF held workshops with the TVET colleges supported by 
High Gear to conceptualise and develop initial plans for the 
implementation of WIL. The session also focused on assessing the needs 
of the lecturers in relation to the industry knowledge that could be easily 
translated into valuable classroom insights thus linking lecture WIL 
placements to the improved teaching pedagogy.
Introduction to Project-based 
Learning (PBL) workshops 
with TVET colleges.
In April 2021, IYF held a lecturer engagement workshop with the TVET 
colleges to co-design and develop initial plans for the implementation of 
PBL. These sessions also provided the lecturers an opportunity to 
highlight key topics or concepts where PBL could be directed, based on 
the NATED programmes they are teaching. A full PBL cycle could not be 
12
implemented because there was no time or resources to embed this 
learning approach in NATED. Instead, as part of a ‘quick-win’ resource 
strategy, High Gear chose to develop engineering demokits to help 
lecturers demonstrate foundational engineering concepts.
Demokit testing IYF held a testing session in June where lecturers got to test demokit 
prototypes (i.e., assembly and use of tools).
Lecturer capacitation 
training2
In August 2021, 25 lecturers from Elangeni TVET College were provided 
with training on how to use a Milling Machine at the George Campbell 
Technical School in KZN 
Lecturer WIL (workplace 
exposure)
In August 2021, 10 lecturers from Eastcape Midlands College received 
work exposure at Compuscan manufacturing company3
.
In September 2021, the second cycle of WIL placements for 14 
lecturers in Eastern Cape took place at VW and eNtsa (Innovation 
through engineering, based at Nelson Mandela University4
). These were 
short placements and focused on knowledge sharing around the 
technological advancements in the automotive industry.
Workshops on effective 
teaching techniques
In August 2021, IYF conducted a training session for 26 lecturers in KZN 
and 9 lecturers in Eastern Cape in effective teaching techniques with the 
use of engineering demokits for NATED teaching.
Mentor training In September 2021, IYF conducted training for 3 mentors based in KZN 
and 2 mentors based in Eastern Cape from Mindful Skills – giving them 
practical guidance on how to best support lecturers with effective 
teaching techniques including supporting lecturers to use the demokits 
in NATED teaching. 
Mentoring schedules In September 2021, IYF conducted a session with 26 lecturers from 
Elangeni TVET College and 9 lecturers from Eastcape Midlands College 
to schedule mentoring sessions for trimester 3. This session was also 
used to introduce lecturers and campus managers to the tools that 
would be used as part of this mentoring intervention. Mentoring was 
carried out between October and November 2021. 
High Gear WIL strategy In November and December 2021, IYF held a session with the TVET 
colleges to introduce them to new WIL consultants (Skillsonic), provide 
orientation on tools, and develop initial plans for 2022 implementation.
Career platform 
development
In October and November 2021 focus groups with college students were 
facilitated to ascertain the key features that the platform would have to 
integrate to be valuable to students.
PBL course upgrades 
implementation
In October and November 2021 NATED (N4-N6) students benefited from 
the PBL upgrades. A total of 433 students were reached in KZN. A total 
of 262 students were reached in Eastern Cape.
QCTO technical assistance Workshops to co-design new occupational qualifications for Electronics, 
Electrical and Mechanical Engineering studies were held in Eastern Cape 
in November 2021and in KZN in March 2022. These workshops were 
attended by a working group which includes the Quality Chamber of 
2
It is noted that, in the internal IYF MERL reporting system, this lecturer capacitation was captured under 
lecturer WIL because, at the time, it was challenging for AIDC and NAACAM to secure any work exposure for 
lecturers.
3 Compuscan is a fully fledged manufacturing company based at ECM College.
4 eNtsa is “an engagement institute within the Nelson Mandela University. As an internationally recognised 
innovation hub, the group focuses on engineering design, component and material testing, prototyping and 
industrial R&D.” (https://entsa.mandela.ac.za)
13
Trades and Occupations (QCTO), IYF, and High Gear industry consultants 
– Business Management Concepts. 
Labour market intelligence IYF and NAACAM conducted four quarterly labour market skills research 
processes with employers in the industry between January 2021 and 
February 2022. This research considers the occupations in demand, 
critical competencies required from TVET graduates, and skills that 
employers consider critical for the future.
SETA Grant Advisory Services SETA Grant Advisory Services aim to address the poor uptake of 
discretionary grants by employers in the automotive parts 
manufacturing sector. The service also aims to advise NAACAM 
members on SETA grant application processes and encourage a more 
impactful use of SETA funds to support transformation and localisation 
in the sector, including through increased linkages to the public TVET 
college system.
In 2021, IYF contracted the services of Engeli Enterprise Development & 
WomHub to compile the High Gear SETA Best Practice Guide that was 
shared on NAACAM social media platforms and on both the NAACAM 
and High Gear webpages.
An online Information sharing session was held with 27 employers in 
KZN to provide a high-level introduction to the Best Practice Guide. The 
Guide provides companies with practical advice about the funding 
options available through the SETA; how to successfully leverage them 
to support transformation (including gender equity) and localisation; 
and the required governance and reporting procedures that follow. 
High Gear also extended SETA Grants Advisory Services to two 
employers in KZN. 
It is noted that the following activities had not yet been launched at the time of the evaluation:
• WIL for students
• Yakh’iFuture online platform and dissemination
• Promotion of SAYouth.mobi with students (along with Yakh’iFuture)
• Industry guest lecturers
• SETA Grant Advisory (firm application outcomes)
14
15
2 EVALUATION METHODS 
AND METHODOLOGY
The High Gear Theory of Change includes a detailed Results Framework containing indicators for all the 
Objectives, Intermediate Results, Short Term Results and Outputs. Each of these indicators has a measure, and 
during the Baseline Study, Baselines and targets were set for the indicators. The Baseline provided an 
understanding of the system and beneficiaries before the intervention, and during this formative evaluation 
we collected data against these indicators to understand changes that have taken place in the first year of 
implementation of High Gear, as well as to start to generate some preliminary answers to some of the primary 
evaluation questions. 
Data collection methods focused on gaining as broad an understanding of the programme as possible, and 
included: 
• Interviews with stakeholders from NAACAM, other industry intermediaries, employers, college 
officials and key stakeholders conducted by Singizi.
• A structured CATI process with TVET graduates administered by IYF.
• Self-administered surveys by TVET lecturers.
• Desk review of relevant documents.
Interviews and surveys focused on both the indicators and on the three primary evaluation questions: 
Diagram 2: Primary Evaluation Questions & Sub-Questions
Question 1: Is High Gear’s 
Theory of Change—
including its embedded 
assumptions—accurate, 
thereby leading to 
anticipated results?
a) Does the Theory of Change contribute to increased and sustained 
partnerships between industry and TVET colleges?
b) To what extent are the curricula and teaching in TVET systems 
more aligned to industry needs and being delivered as intended 
according to project design?
c) To what extent did the intended outcome of increasing young 
women’s and young men’s learning and employment in targeted 
regions occur over the course of the project?
Question 2: Is High Gear 
contributing towards 
increased ecosystem 
resilience?
a) Does High Gear contribute toward increases in economic 
opportunity and inclusive growth, as a result of a higher-quality, 
industry-aligned TVET system continuum? This relates to the 
extent to which High Gear has contributed towards: 
o Increased (or more effective) ecosystem partnerships
o A more youth and gender-inclusive system 
o Improved competitiveness of the automotive manufacturing 
sector, in relation to skills and productivity 
o Further embedding TVET partnerships into South Africa’s 
industrial strategies
o Increasing employers’ confidence to make investments in 
technology upgrades
Question 3: Does the High 
Gear project model deliver 
Value for Money?
a) Based on existing South African labour market data—such as 
productivity outcomes for successful TVET graduates, and long￾term livelihood impacts for young South Africans that access a first 
job—does High Gear cost-effectively contribute towards positive 
livelihood and productivity benefits for youth participants?
16
In addition to these engagements, Singizi also conducted telephonic qualitative interviews with 16 graduates 
from Elangeni TVET College in KZN and 14 graduates from Eastcape Midlands College in the Eastern Cape. 
These 30 respondents are currently out of college and completed Electrical and Mechanical Engineering 
qualifications in 2021. The aim of these interviews was to probe some of the findings in the High Gear Year 1 
(2021) Formative Evaluation report.
2.1 Stakeholders Engaged
2.1.1 Interviews
This study focused on engaging stakeholders who were previously interviewed during the Baseline study at 
provincial and national levels. The total number of stakeholders targeted was 28 and the total number of 
respondents reached was 23. The table below indicates the number of stakeholders targeted and the number 
of stakeholders reached.
Table 2: Stakeholders reached through Interviews
Stakeholder
KwaZulu Natal Eastern Cape National
Target Reached Target Reached Target Reached
DHET Directorate 1 1 2 2
QCTO Directorate 1 1
College Management 3 3 3 2
Industry Intermediary 
Bodies
2 1 2 2 1 1
merSETA Directorate 1 1 1 1
Employers 3 2 8 6
Total 10 8 13 10 5 5
2.1.2 Lecturer Self-Administered surveys
At Eastcape Midlands College the survey was sent to 10 lectures and 7 completed the survey while at Elangeni 
TVET College the survey was sent to 26 lectures and all lectures completed the survey.
Table 3: Lecturer Survey Responses
Qualification (s) taught
Eastcape Midlands College Elangeni TVET College
Target Reached Target Reached
Mechanical Engineering 3 0 6 6
Electrical Engineering 6 5 17 17
Both 3 2 3 3
Total 11 7 26 26
2.1.3 Graduate Surveys
Datasets containing the names and contact details of N4 – N6 graduates were provided to IYF by the two TVET 
colleges. A dataset of 575 entries was provided to IYF by Eastcape Midlands College and a dataset of 1984 
entries was provided by Elangeni TVET College. The datasets were cleaned, resulting in a population of 288
17
unique entries for Eastcape Midlands College and 356 unique entries for Elangeni TVET College5
. A total 
sample of 166 names was randomly drawn from Eastcape Midlands College while a sample of 186 names were 
randomly drawn from Elangeni TVET College. The sample was determined using a 95% confidence interval with 
a 5% margin of error and was stratified by gender across both colleges. Where graduates selected during the 
sampling process could not be contacted, further random sampling was conducted until the sample size was 
attained. This resulted a slight oversampling of graduates from Eastcape Midlands College, with a final 
response rate of 103%, while the response rate for Elangeni TVET College was 88%, as shown in the table 
below. 335 surveys were completed in total, representing 171 EMC (51%) and 164 Elangeni (49%) 
respondents.
Table 4: Graduate Survey Sample & Responses
Eastcape Midlands College
Total Population Females Males
288 127 (44%) 162 (56%)
Sample
Total Sample Females Males
166 73(44%) 93(56%)
Margin of Error Confidence Level Response Distribution
5% 95% 50%
Call Results
Total Reached Females Males
171 (103%) 96 (56%) 75(44%)
Elangeni TVET college
Total Population Females Males
356 195 (55%) 161 (45%)
Sample
Total Sample Females Males
186 (52%) 102 (55%) 84 (45%)
Margin of Error Confidence Level Response Distribution
5% 95% 50%
Call Results
Total Reached Females Males
164 (88%) 85 (83%) 79 (94%)
As shown in Error! Not a valid bookmark self-reference. below, the majority (77%) of respondents were 
studying Electrical Engineering, with 22% studying Mechanical Engineering. Most respondents were Black 
(94%) with a small number of Coloured and White respondents attending Eastcape Midlands College. The 
sampling process ensured roughly equal representation of male (52%) and female (48%) respondents across 
5 These are students who attended classes and does not include students who were registered for exams only.
18
both colleges. A total of six respondents were living with disability. In terms of age distribution, 79% of 
respondents were aged 19 – 25, while 15% were aged 26 – 30, and 5% were 31 or older. Prior to enrolment, 
the majority of respondents reported that they had been studying (73%), while 21% reported having been 
unemployed. A small percentage of respondents reported having been employed (6%) or self-employed (<1%) 
prior to enrolment. In terms of educational qualifications prior to enrolling, 61% of respondents reported 
having passed Grade 12 and 32% reported having attained an N level qualification prior to entering this 
programme. Small numbers of respondents reported passing Grade 11 (2%), NQF level 3 (<1%) and 4 (4%), 
with one respondent reporting having a B Tech degree, and one reporting having a BA. 
Table 5: Profile of Graduate Survey Respondents
EMC Elangeni Total
Qualification registered 
for in 2021
Mechanical Engineering 52 21 73 (22%)
Electrical Engineering 115 143 258 (77%)
Prefer not to specify 4 0 4 (1%)
Race Black 151 164 315 (94%)
Coloured 14 0 14 (4%)
White 6 0 6 (2%)
Gender Male 96 79 175 (52%)
Female 75 85 160 (48%)
Disability Living with disability 4 2 6 (2%)
Age 19 – 25 130 136 266 (79%)
26 – 30 30 20 50 (15%)
>30 9 8 17 (5%)
Unknown 2 0 2 (1%)
Highest qualification 
before enrolling in the 
college in 2021
Grade 11 6 2 8 (2%)
Matric (Grade 12) 106 97 203 (61%)
NQF level 3 2 0 1 (<1%)
NQF level 4 5 8 12 (4%)
N level below current level
49 57 106 (32%)
B Tech 1 0 1 (<1%)
BA 1 0 1 (<1%)
Unknown 1 0 1 (<1%)
Economic activity prior 
to enrolment
Unemployed 24 47 71 (21%)
Studying 132 111 243 (73%)
Employed 14 5 19 (6%)
Self-employed 1 1 2 (<1%)
2.2 Limitations to the Study
Some targeted employers indicated that they would not participate in the evaluation as they had only recently 
begun to engage with the High Gear project and therefore felt that it would be premature to comment on the 
interventions. Additionally, even in those companies where employers agreed to participate, some 
respondents that were part of the interviews were not sufficiently familiar with the activities being undertaken 
as part of High Gear. However, these respondents were able to comment on skills development in the industry 
more generally.
19
20
3 FINDINGS AGAINST HIGH GEAR 
INDICATORS
The High Gear results framework contains indicators against each of the objectives, intermediate results, 
short-term results and outputs. In this section, we show the Baseline findings against these indicators, and 
the Endline targets that were developed during the Baseline research. We also show the Year 1 (2021) annual 
targets and the Year 1 results to enable an informed assessment of how High Gear is performing against 
the Year 1 targets. Note that the full table, containing all this information, is contained in Annexure 1 to 
this report. In addition, and to give context to these Baseline numbers and targets, we provide the 
perspectives of the stakeholder respondents interviewed, and share the results of the CATI survey 
conducted with graduates and the self-administered lecturers’ survey where relevant.
3.1 Objective 1: Sustained partnership between industry and TVET colleges to align with 
employer needs
Indicator # of effective and innovative High Gear model practices and/or policies that are 
adopted by industry partners 
Unit of Measure Number of policies and or practices adopted by industry partners
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 3 2 3 0 4 2 2
The Baseline figure against this indicator was 0 for both the Eastern Cape and KZN as the High Gear model had 
not yet been implemented. It was found that the Eastern Cape exceeded the Year 1 target while in KZN the 
target was achieved. 
In both provinces, there is clear evidence that better and stronger partnerships are beginning to emerge 
between industry intermediaries and colleges and that employers are beginning to be brought into this 
process. Although policies and practices have not yet been formally adopted, the basis for the adoption of 
such policies and practices is in place and is being facilitated through the sharing of the concept of the High 
Gear model and through the direct involvement of the intermediary bodies in High Gear interventions such as 
WIL for lecturers. At this stage the national industry intermediary body as well as two provincial industry 
intermediary bodies in the Eastern Cape (AIDC and ECAIF) and one provincial industry intermediary body in 
KZN (Skillsonics) indicate that they have started to integrate High Gear practices into their organisations. 
The national industry association (NAACAM) also indicates that they have begun to reflect on their current 
policies and practices because of their engagement in the High Gear project. The respondent explained how 
they have begun to integrate the concepts from the programme into their own institutional processes. They 
noted that: “we didn’t understand the landscape and funding mechanisms, so through High Gear we have built 
this internal institutional knowledge on understanding how these systems work and we’ve taken those 
learnings and gone out on our own to explore skills development interventions and apply for additional funding 
to support High Gear as well as our own initiatives’’. 
During the year 1 evaluation, respondents from the Eastern Cape industry intermediary bodies stated that, in 
the context of the pressure companies are facing to implement diversity and encourage inclusive practices and 
policies, they have already started to consider how to integrate elements of the High Gear initiative into their 
Broad Based Black Economic Empowerment (BBBEE) and other plans. A respondent suggested that, within the 
next two years, companies will have put in place proper mechanisms to conduct skills audits to support skills 
planning. 
21
Industry intermediary bodies in both the Eastern Cape and KZN indicated that prior to High Gear they had no 
working relationship with the TVET colleges. Through the High Gear programme, they are now working in 
partnership with the colleges. The intermediary bodies in the Eastern Cape also shared that they are working 
with the Eastcape Midlands College to upskill lecturers. The initial focus of these partnerships is on training 
lecturers, launching work integrated learning, and providing guest lecturers to the colleges from industry. 
A respondent from an intermediary body in KZN also stated that they have experienced an increased 
willingness on the part of the colleges to engage with the private sector since the High Gear programme. 
They suggested that this is largely driven by the colleges’ need to find placements for their graduates. 
All companies interviewed confirmed that they had an opportunity to interact with the programme strategy, 
which they think resonates with their own company strategies as well as the broader sectoral strategy. A 
respondent from one company stated that, “the programme strategy is highly relevant and well received by 
companies and industry as a whole”. Another company respondent observed that the strategy is very relevant 
and valuable “as it makes sense to have collaboration between industry and colleges in order to align inputs.” 
However, respondents indicated that implementation had been delayed by the impact of the COVID-19 
pandemic. Only one company respondent indicated that they had met with the High Gear team and the 
relevant industry body to explore what was needed to support the programme. 
3.1.1 Intermediate Result (IR) 1.1: Increased industry-wide coordination to align TVET 
courses with industry needs.
Indicators: # of TVET courses aligned to automotive component manufacturing industry needs (to be 
defined at qualification level and subject level)
# of targeted technical assistance interventions delivered [Technical Assistance]
# of beneficiaries (government staff, institution staff, teachers, trainers, students, private 
sector organisation staff and/or NGO staff) receiving training, coaching or capacity building 
support, including strategy, regulatory and policy work [Capacity Building]
# of beneficiaries (government staff, institution staff, teachers, trainers, students, private 
sector organisations, NGOs) meaningfully engaged in partnerships, engagement and 
convening activities [Partnerships, Engagement & Convening]
Indicator # Of TVET courses aligned to automotive component manufacturing industry 
needs (to be defined at qualification level and subject level)
Unit of Measure Number of TVET courses
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 3 2 2 0 3 2 2
The Baseline for this indicator for both the Eastern Cape and KZN was 0 as the programme had not yet begun. 
With regards to the 2021 targets for this indicator both the Eastern Cape and KZN have achieved 100% of the 
target. The programme aims to align three qualifications in each province by Year 3: 
• N4 - N6 Mechanical Engineering;
• N4 - N6 Electrical Engineering; and
• NC(V) Engineering & Related Design6
.
6 Note that a decision has been made to no longer work with the NC(V) and therefore the Endline target for 
this indicator should be revised to only 2 qualifications i.e N4-N6 Mechanical engineering and Electrical 
Engineering
22
The formative evaluation probed the extent to which stakeholders believe that these programmes are aligned 
with industry needs, their perceptions as to what will be required from the High Gear programme to realise 
the necessary changes to the programmes, and the extent to which High Gear interventions have already led 
to changes. While it is acknowledged that there had been work done between industry, individual colleges and 
DHET prior to the launch of High Gear, this report is obviously focused on progress made against the targets 
for the High Gear programme. In the Eastern Cape the college management respondents indicated that the 
practical component of N4-N6 Mechanical Engineering and N4-N6 Electrical Engineering is perceived to be 
more aligned to industry when compared to theory component. In KZN, the college management respondents 
reported that the alignment of TVET courses with industry had already taken place for NC(V) Engineering & 
Related Design programme. A respondent from the national QCTO reported that some work has been done in 
aligning curriculum through the support that High Gear provided to them in relation to course upgrades in N5-
N6 Mechanical and Engineering programmes, and work is being done to review the curricula for new 
occupational qualifications for Electronics, Electrical and Mechanical Engineering studies in both provinces. 
The respondent further stated that they are working with IYF, industry and other stakeholders in this process 
and have developed full details of two modules that will be embedded as common modules in all engineering 
studies.
The current engineering TVET N4 – N6 studies are falling away, and these new qualifications will take its place 
in late 2023 onwards. The High Gear/QCTO partnership started mid-2021 and it is planned that all three 
curriculum framework upgrades will be completed by July 2022.
In order to develop a new curriculum framework for the new qualifications, IYF industry consultants 
investigated a) what works in international and local engineering studies, and b) what is needed at industry 
level; i.e., where is industry currently and where is it moving to (trends) that will influence needed skills of 
engineers. The engineering curriculum framework includes details of the international syllabus and 
recommendations, industry trends and skills, a list of subjects and topics, outcomes resources needed for the 
new qualification at TVET colleges. High Gear’s industry consultants advise and discuss research and develop 
the final framework with the support of the Deputy Director: Qualifications Development at the QCTO.
Overall, respondents noted that the High Gear programme had resulted in progress being made in terms of 
increased alignment between TVET programmes and industry needs. The factors that were highlighted as 
being important to enable this shift are outlined below:
Building on the 
alignment work that 
took place prior to 
the High Gear 
Programme
It is acknowledged that the progress outlined above, built on efforts that were 
already in place to align TVET curricula with industry needs for several years prior 
to the High Gear programme. A DHET respondent noted that the subject and 
assessment guidelines for the NC(V) Auto Repair and Maintenance course were 
reviewed and updated with effect from 2013 for Level 2, 2014 for Level 3 and 2015 
for Level 4. A college management respondent said that they thought that the 
changes made in terms of the practical components of the Mechanical Engineering 
and Electrical Engineering courses had ensured that the programme is more aligned 
with industry needs. Further, one of the industry bodies confirmed that they had 
been part of an advisory body that developed the new curriculum through the 
QCTO/IYF partnership. 
However, DHET and TVET college staff noted that despite these improvements the 
IYF High Gear project is still important to address the challenges that remain in 
terms of the alignment of courses. Respondents emphasise that programmes such 
as NATED (N levels 1 – 6) mechanical and electrical courses remain outdated. For 
example, one DHET provincial respondent from KZN commented that, “there is no 
alignment …. therefore, as a department we do welcome whoever wants to assist 
including the IYF and High Gear”. The respondent indicated that, “they will have to 
assist under the developmental mindset …. in areas such as career guidance, 
practical learning and work integrated learning. The colleges need to get closer to 
23
the point that the students are able to get work. On our side we are ready to push 
on this area of development”. These views recognise that curriculum change is 
slow, and efforts need to be sustained.
Mutual 
understanding of 
structures, policies, 
and processes
The alignment of TVET curricula with industry needs requires a degree of mutual 
understanding of the operational and policy contexts of each of the stakeholders 
involved in the alignment process. Respondents reported that building this basic 
level of mutual understanding was an important aspect of the High Gear 
Programme. For example, TVET college respondents noted that High Gear had 
contributed to creating a greater understanding of the TVET sector among industry 
and industry intermediaries in terms of how the curriculum is designed; where the 
curriculum stands and how the college operates in terms of DHET cycles. 
A respondent from the skills system discussed meeting with industry 
representatives about the role of TVET colleges. They noted that the meeting 
agreed that since the employers have their own learning academy that is focused 
on practical skills the TVET colleges can focus more on the conceptual and the 
foundational knowledge. The respondent commented that: “they are technical 
programmes and industry should be the key in terms of providing the industry 
requirements and work together with other stakeholders in the skills ecosystem to 
formulate the content that will align new qualifications with the industry 
requirements”.
Respondents indicated that industry associations had a key role to play in 
supporting these processes of building mutual knowledge and understanding. They 
suggested that the industry associations should support engagements to build a 
common and shared understanding amongst companies of what they require 
from graduates of skills programmes and what it will take for these programmes to 
be aligned to their requirements. In this regard, a respondent spoke to the value of 
the process that is being championed by industry intermediaries to disseminate 
project learning and in so doing to strengthen linkages. For example, NAACAM 
stated that they have undertaken research, including a quarterly labour market 
survey, to understand the needs of the industry in an integrated manner. This is 
seen as an important mechanism to aggregate demand in ways that contribute to 
more coordinated planning. The findings of these surveys are also shared with 
members together with documents that contain information from IYF, the industry 
SETA, and DHET directly. In this way they further support the development of a 
shared understanding of skills development activities in the sector. 
Communication and 
coordination
One of the key challenges noted by respondents in aligning TVET curricula with 
industry needs is communication and coordination between the various system 
stakeholders. This was viewed by some respondents as being one of the areas in 
which High Gear could have a particularly important impact. 
For example, a skills system respondent stated that, “IYF through High Gear is more 
like a catalyst, like a middleman who brings the department and industry together 
in a way that it was never done before. They bring people who understand the field, 
facilitators who understand the content and the way of delivering it”. 
Employer respondents indicated that it has previously been difficult to coordinate 
effectively between individual companies, industry associations, DHET, and TVET 
colleges and that, “High Gear is different … it’s very hard to coordinate between 
individual companies, industry association, DHET and TVET colleges that’s why High 
Gear is different it stands on a formal platform.” The potential for this 
24
development was noted by an industry respondent who stated that the WIL 
intervention had enabled them to see the potential to improve coordination 
between the TVET colleges and companies in the sector through the involvement of 
intermediary bodies. 
Employer respondents also observed that there are existing relationships between 
industry bodies and employers that support communication and coordination 
within the sector and that they are kept informed of developments in a variety of 
ways, including for example, through the NAACAM LinkedIn page. The existence of 
structures supporting communication and coordination within industry may be an 
important basis from which to develop stronger links to the skills system. 
Increased levels of coordination and partnerships between industry and colleges is 
thus viewed as critical in ensuring that curricula are linked to industry requirements 
as well as technology demands. 
Rapidly changing 
technologies
An important challenge to the alignment of TVET curricula with industry needs is 
the fact that the technologies employed in industry are continuously changing. A 
respondent from the skills system indicated that industry wants a partnership with 
colleges but that they had found that the colleges are not able to keep up with 
industry technological advancements. 
This challenge was highlighted by a provincial skills system respondent who stated 
that business and government tend to work in silos, and that there is a lag between 
the adoption of technologies within industry and the integration of those 
technologies into the skills system. A college respondent stated that the new 
technology takes time to filter into the college syllabuses and indicated that, “we 
still need to do more because what is happening in the industry is that technology is 
changing at a very high rate. We need to work with industry more to see how 
outdated our curriculum is, so that it can be revised to suit industry requirements. 
There also needs to be more focus on ICT programs related to the automotive 
industry as now with the current technology when diagnosing a car for example a 
computer is used and so this needs to be included in the syllabus so that the 
students can be able to use such technology in industry”. 
Changing technological requirements therefore present challenges for colleges 
both in terms of access to new technologies and the knowledge required to train 
learners to use them. For example, a TVET college respondent noted that, “we also 
have challenges with training resources; our workshops have outdated equipment 
and so when we have industry closer to us, they could donate some equipment to 
the colleges. I remember we visited the UK many years back we found colleges that 
are linked with industry and there are workshops inside the colleges like Mercedes 
workshop inside the colleges and the students are able to practice whilst they are 
still studying in college”. In terms of knowledge and skills, a respondent from the 
skills system stated that, “we have an old type of lecturing component, people who 
were trained in the 90’s, so they are not coping with the changes so they also need 
upgrading so there must be correlation between curriculum review and industry 
alignment and college capacity building and resourcing”. 
In response to the difficulty of keeping TVET curricula up to date with technological 
advancement in the automotive industry, a DHET respondent indicated that 
industry could play a role in putting more pressure on DHET to include a local 
content section in the syllabus. This would enable industry and colleges to fast￾track new industry requirements ensuring that staff and students are up to date. 
25
The provision of a local content clause in DHET policy means that colleges are able 
to circumvent some of the long-term formal processes required to change syllabi, 
by including relevant content in curricula in the form of case studies or other similar 
structures. A respondent from DHET suggested that this could support the more 
rapid inclusion of changing technologies into TVET curricula: “there is a long turn 
around period from agreeing on new content for a subject to implementing this 
content as a formal part of a syllabus, normally a few years. This could be 
circumvented by including a “local content” section in the syllabus, maybe 25%, 
which would allow colleges, through a case study or similar, to teach what is 
required or requested by the automotive industry in the area. DHET consults with 
industry during syllabus updates, the problem is the time it takes for new syllabuses 
to be implemented from start to finish, which takes years”.
Respondents recognised the value of High Gear in this regard, noting the usefulness 
of work that was done in the programme to support project-based learning in 
October and November 2021. This was coupled with training of the lecturers in the 
use of project-based learning, the use of demokits as well as in other ways to 
improve the alignment of the curriculum with industry needs. 
Timing of the process One respondent from the skills system observed that the timing of this focused 
effort to support the alignment of TVET programmes is very good as the QCTO is 
currently running a project to review N5-6 programmes. The respondent stated 
that they are working with IYF, DHET, industry and other stakeholders to support 
this review process. The respondent observed that these efforts need to be 
coupled with on-going training for college lecturers by NAACAM to enable these 
lecturers to keep up with the new technologies so that they can modify their 
lessons to align with what is currently happening in industry. Another respondent, 
from a college, also noted that support is needed to expedite processes of 
curriculum review so that the lecturers that are participating in the High Gear 
Programme will not get frustrated by the inability to teach content that is relevant 
to current industry practices and processes.
Additionally, respondents comment that the ability of the TVET system to ensure 
that the students or graduates can adapt to new forms of technology and support 
the Automotive Sector requires a focus on addressing the miscommunication 
challenges between industry and TVET. These miscommunication challenges result 
in industry “failing to articulate how they (industry) are going to invest in new 
equipment and hence the TVET system does not know what industry wants”. 
Likewise, the engagement between TVET colleges and the private sector has been 
ineffective even though NAACAM has always existed and is highly organised; there 
have been no instances where TVET colleges approached NAACAM and asked for 
any guidance. This suggests the need for the implementation of a structured 
process supporting communication and coordination within the sector, such as 
regular quarterly meetings between key stakeholders focusing on changes within 
both industry and the TVET system.
26
Indicator # Of targeted technical assistance interventions delivered [Technical Assistance]
Unit of Measure Number of technical assistance activities
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 6 3 5 0 6 3 6
The Baseline for this indicator was 0. In the planning, it was anticipated that six technical assistance activities 
would be delivered in each of the provinces by Year 3 (Endline target): 
1. Curricula upgrades; 
2. Work-integrated learning for TVET students and staff; 
3. Industry-led career guidance services for TVET students;
4. Improved collection and dissemination of labour market data in the automotive components 
manufacturing sector;
5. Strengthening both TVET and industry’s use of existing job-candidate matching platforms; and
6. Supporting and informing QCTO’s reconstruction of NATED engineering qualifications.
After the Baseline, interventions related to mentorship for TVET lectures, and the SETA Grant Advisory Services 
were added to the programme.
In the Year 1 formative evaluation we found that in both provinces IYF has exceeded their targets for Year 1. 
As detailed in Table 1 in Section 1.2 above, the following technical assistance activities took place in the 
Eastern Cape and KZN:
Table 6: Technical Assistance Interventions Delivered
Eastern Cape KwaZulu-Natal
Endline 
target
Year 1 
target
Year 1 
achiev.
Endline 
target
Year 1 
target
Year 1 
achiev.
Curricula upgrades 1 1 1 1
Work-integrated learning for 
TVET staff 1 1 1 1
Work-integrated learning for 
TVET students 1 0 1 0
Industry-led career guidance 
services for TVET students7
1 1 1 1
Improved collection and 
dissemination of labour market 
data in the automotive 
components manufacturing 
sector8
1 1 1 1
Supporting and informing QCTO’s 
reconstruction of NATED 
engineering qualifications. 
1 1 1 1
7 Noted that focus groups were held to ascertain what would be beneficial to students in designing the Career 
Development platform.
8 Noted that IYF and NAACAM have conducted four quarterly labour market skills research processes. These have been 
split across the two provinces although all four were national.
27
SETA Grant Advisory Services 1
Total 6 3 5 6 3 6
Indicator # Of beneficiaries (government staff, institution staff, teachers, trainers, 
students, private sector organisation staff and/or NGO staff) receiving training, 
coaching or capacity building support, including strategy, regulatory and policy 
work [Capacity Building]
Unit of Measure Number of people
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 1619 1000 279 0 2031 1150 487
The Baseline for this indicator was 0 across both provinces. Endline targets and the High Gear programme’s 
achievements in Year 1 are shown in Error! Not a valid bookmark self-reference. below. Year 1 targets were to 
train 1000 beneficiaries in the Eastern Cape and 1150 in KZN. Based on the data provided by IYF, it was found 
that High Gear achieved 28% of the Year 1 target in the Eastern Cape, and 42% of the Year 1 target in KZN. As 
shown below, the targets were exceeded for institution staff in both provinces, and for private sector or NGO 
staff in KZN, but the targets for students reached with the training were not met as the targets were based on 
the inclusion of NC(V) students who have since been excluded in the High Gear programme.
In 2021 TVET staff participated in a regular series of capacity building workshops, as shown in Table 1 above, 
which benefitted 17 individual staff members in the Eastern Cape and 26 individual staff members in KZN. 
NATED students were exposed to the Project Based Learning (PBL) approach and private sector and NGO staff 
received training as part of the High Gear SETA Grants Advisory Services, as shown below:
Table 7: Training Targets and Year 1 Achievements
Eastern Cape KwaZulu-Natal
Endline 
target
Year 1 
target
Year 1 
achiev.
Endline 
target
Year 1 
target
Year 1 
achiev.
Institution staff, teachers, 
trainers 15 17 17 26
Students 1600 262 2000 433
Private sector or NGO staff 4 0 14 28
Total 1619 1000 279 2031 1150 487
28
Indicator # Of beneficiaries (government staff, institution staff, teachers, trainers, 
students, private sector organisations, NGOs) meaningfully engaged in 
partnerships, engagement and convening activities [Partnerships, Engagement & 
Convening]
Unit of Measure Number of people
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 142 46 29 0 144 60 116
The Baseline for this indicator was 0 in both provinces. The focus of this indicator was on the establishment of 
TVET – Industry working groups in each province. These working groups aimed to include members from 
government, TVET colleges, industry and industry intermediaries, and students or recent graduates. 
The Year 1 formative evaluation found that High Gear achieved 63% of the Year 1 target in the Eastern Cape 
and exceeded the Year 1 target in KZN by 93%, as shown in Error! Not a valid bookmark self-reference. below:
Table 8: Number of people who meaningfully engaged in partnerships, engagement and convening activities
Eastern Cape KwaZulu-Natal
Endline 
target
Year 1 
target
Year 1 
achiev.
Endline 
target
Year 1 
target
Year 1 
achiev.
Government staff 5 0 5 6
Institution staff, teachers, 
trainers 35 16 37 62
Graduates 2 6 2 12
Private sector or NGO staff 100 7 100 36
Total 142 46 29 144 60 116
Over and above the realisation of targets, interviewees in the formative evaluation spoke to the value of 
partnerships to support improved alignment between TVET courses and industry requirements. One industry 
intermediary reported that this engagement with the High Gear programme has laid the foundation for them 
to engage with colleges more effectively and has given them the opportunity to collaboratively review course 
content with lecturers and identify areas that are outdated. The respondent commented that, “when we 
started with the High Gear project, they brought in employers from industry and lecturers, and we had to sit 
down and look at the syllabus and the topics covered and people from industry who have been in industry for 
many years were able to indicate that some of the topics in the syllabus are no longer used in industry”. 
29
3.1.2 Short-term Result 1.1.1: Industry partners incorporate TVET partnership objectives 
into their strategic plans.
Indicator
# of industry partners (NAACAM, industry intermediaries and employers) that 
report elements of the High Gear model are integrated into their institutional 
strategies.
Unit of Measure Number of industry partners that report High Gear project learning, relating to 
TVET and sex approaches integrated into their institutional strategies
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 3 2 5 0 10 2 3
The Baseline for this indicator, ‘number of industry partners (NAACAM, industry intermediaries and employers) 
that report elements of the High Gear model are integrated into their institutional strategies’ was 0 for both 
the Eastern Cape and KZN. The target for the number of industry partners reporting that elements of the High 
Gear model are integrated into their institutional strategies is higher in KZN than in the Eastern Cape as there 
are many more employers in KZN.
The Endline targets are explained as follows:
• In Eastern Cape the Endline target is 3, including 2 industry intermediaries and 1 large firm – a supply 
chain leader.
• In KZN the Endline target is 10, including 2 industry intermediaries, 2 large firms – a supply chain 
leader and one other, and 3 small and 3 medium employers.
Year 1 targets were exceeded in both Eastern Cape and KZN. The Year 1 targets for the Eastern Cape and 
KZN were two industry partners in each province integrating elements of the High Gear model into their 
institutional strategies, and the formative evaluation found that five industry partners in the Eastern Cape 
and three in KZN were actively undertaking this integration process. 
To understand the extent that industry partners are beginning to integrate elements of the model into their 
institutional strategies we interviewed company and industry association representatives. Over and above the 
High Gear programme target, respondents from DHET, college management and the SETA also indicated the 
ways in which the programme has begun to cause shifts in their strategies. 
Industry partners indicated that they have begun to make changes in their strategies. These include: 
• An increased willingness among companies to work with TVET colleges and to involve DHET in this 
process as a way of strengthening these partnerships. 
• An increased commitment to getting industry subject matter experts to go into the TVET colleges to 
guest lecture. 
• An increased recognition within industry intermediaries and companies of the importance of 
supporting work-integrated learning for lecturers.
Employers also confirmed their preparedness to provide specialised input to college lecturers and one 
indicated that they have held an open day for lecturers to get an opportunity to be exposed to new
technology. 
These initial changes are already being recognised by skills system stakeholders including the TVET colleges. 
One respondent spoke to the changes already experienced in the wider eco-system because of the High Gear 
programme. For example, they indicated that the SETA has identified the need to start engaging more 
systematically with the DHET about ways to capacitate the TVET colleges. However, the respondent observed 
that there is still a need to involve other SETAs who are involved in other parts of the automotive value chain. 
30
Another respondent, from a TVET college, stated that prior to High Gear there had been a reluctance from the 
employers to work with the TVET colleges and that since the programme’s implementation, industry has 
become more open to partnering with colleges. They also noted that DHET is becoming more supportive and 
now visits the college regularly to monitor progress through the High Gear project. 
While these findings are positive, an industry intermediary respondent cautioned that for these changes to be 
institutionalised there is a need for certainty and a commitment that the working relationship that has been 
established as part of the High Gear programme is not “reduced to a once off project”. The respondent 
commented that, “the nice thing about High Gear is it’s 4 years in duration, there’s guaranteed funding, it’s got 
full time staff [and] at least there is some certainty that the efforts are going to be consistent for the immediate 
future”. The respondent reiterated that there is still a need to ensure that these relationships are expanded 
and sustained post the programme.
3.1.3 Intermediate Result 1.2: Key partners access South African funding and resources 
to sustain and scale the High Gear model.
Indicators: Amount of public and private South African funding that partners (including NAACAM and 
DHET) access for implementation of High Gear programming (or related projects)
# of industry partners that have accessed funding to advance inclusive workplace practices 
and policies (indicator applies only to UKPF-funded portion of High Gear)
Indicator
Amount of public and private South African funding that partners (including 
NAACAM and DHET) access for implementation of High Gear programming (or 
related projects)
Unit of Measure Amount of money in Rands, USD and GBP
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0
20% year￾on year 
increase in 
funding
5%
R8 661 900 
(total for 
both 
provinces)
0
20% year￾on year 
increase in 
funding
5%
R8 661 900 
(total for 
both 
provinces)
The Baseline for this indicator is 0. The target for the amount of public and private South African funding that 
industry group partners access for implementation was based on a year on year % increase which will be 
monitored through NAACAM and AIDC-Eastern Cape reporting going forward.
The Year 1 formative evaluation found that some positive developments have already been reported by 
industry intermediaries. These include:
• Funding has been accessed to support additional elements of the High Gear programme: for example, 
funding from UNDP to build a career experience platform. This is seen as an integral part of the High 
Gear programme as it aims to assist the employment seeking journey of young people. 
• NAACAM has applied to merSETA to fund the extension of High Gear into other provinces. 
• Funding applications have been submitted to other SETAs and agencies. Respondents indicated that 
efforts to source and find additional funding are driven by their commitment to ensure the 
sustainability of High Gear.
• Most company respondents indicate that they receive funding through merSETA, and a few 
companies indicated that they received funding from the Jobs Fund and another from the Technology 
Innovation Agency (TIA).
31
Industry intermediaries reported five applications for funding from South African public sector donors, as 
shown in the table below.
Table 9: Status of Applications for Public Sector Funding
Theme Amount requested Date submitted Status
Lecturer development R8 250 000 30 June 2021 Under review
Bursary, apprenticeships, and 
re-skilling R8 661 900 30 June 2021 Granted
TVET lecturer development R6 336 000 29 April 2022 To be evaluated
TVET graduate access to 
infrastructure R2 835 000 29 April 2022 To be evaluated
Supporting the maintenance 
and iterative ‘build’ of 
Yakh’iFuture
R2 481 813 29 April 2022 To be evaluated
One respondent from the skills system stated that this component of the project is important and stressed the 
need for the High Gear programme to work with the SETAs across the value chain to unlock the funds that are 
required to support skills development effectively in the auto industry. There were also other 
recommendations made about possible funding opportunities and respondents suggested that IYF is ideally 
placed to assist with this process as it has connections globally. 
NAACAM indicates that they have accessed funding to extend the High Gear programme to additional 
provinces and are in the process of applying for additional funding from SETAs and international donors. Four 
companies in Eastern Cape and two companies in KZN also indicate that they have accessed public funding for 
the implementation of related projects but are unable to disclose the exact amount at this stage.
To assist companies in understanding funding mechanisms and application processes, IYF has compiled the 
High Gear SETA Best Practice Guide that was shared on NAACAM platforms. IYF also held workshops with 
employers to explore the different funding mechanisms that are in place to support skills development in 
industry and extended High Gear SETA Grant Advisory services to employers that aimed to assist companies in 
understanding the compliance requirements, how to apply for funding with merSETA, submission areas that 
they are having challenges with, and capacity building with personnel who perform these tasks internally. IYF is 
intending to extend services to other interested companies across all provinces as well as automotive 
associated sectors. In this regard, NAACAM has identified plastics as the next biggest contributor to the 
automotive sector to engage further in High Gear.
Indicator # of industry partners that have accessed funding to advance inclusive workplace 
practices and policies (indicator applies only to UKPF-funded portion of High Gear)
Unit of Measure Amount of money in Rands, USD and GBP
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 10 firms 2 firms 0
The Baseline for this indicator is 0. The target is 10 firms, which will be monitored through the SETA Grant 
Advisory Services that are being put in place as part of the High Gear programme. None of the employers 
interviewed from KZN have accessed funding to advance inclusive workplace practices and policies. However, 
companies indicate that there is a growing awareness of the importance of building a more inclusive 
workplace. In this regard IYF has engaged employers in KZN in an online information sharing session on issues 
related to inclusive workplace practices. Additionally, IYF has also provided industry with High Gear SETA Grant 
Advisory services that aim to advise companies on how they can improve their BBBEE levels.
32
During the Year 1 formative evaluation interviews, an industry intermediary respondent indicated that the 
area of inclusive workplace practices and policies has not yet been fully explored. They expressed confidence 
that this work will be supported through the High Gear interventions over the course of the programme’s 
implementation. 
Respondents confirmed in the formative evaluation that implementing inclusive workplace practices and 
policies is a priority but noted that they have not yet achieved the intended targets with respect to young 
people or women. They also commented that their involvement in the High Gear programme has helped them 
to think about inclusive workplace practices and policies in the following ways:
• The partners involved in the IYF High Gear programme have interacted with the Office of the 
President to explore how High Gear as a project could assist to promote diversity and inclusion in all 
sectors with a particular focus on women.
• NACAAM’s first quarterly survey in February 2022 focused on diversity and inclusion and specifically 
explored the extent to which the manufacturing environment can create spaces for persons with 
disabilities. 
• One of the members of the intermediary association is exploring the possibility of focusing their work 
on advising companies on BBBEE optimisation.
• Additionally, an industry body is working to establish a recruitment channel for people with 
disabilities and is developing a database of people with disabilities who have had prior experience in 
the auto industry, which will be accessible to member companies to employ or train the candidates. 
• The college respondents also indicated that there has been an increase in the enrolment of young 
women in the study fields related to the automotive industry. The colleges, with the support of High 
Gear, are deliberately aiming to recruit women engineering lecturers as well as focusing on the 
placement of young women students in industry. 
Respondents noted that the COVID-19 pandemic had presented a challenge to their work on inclusive 
workplaces, with one respondent stating that: “Companies in the past 2 years are just trying to survive … since 
the pandemic started companies have taken a huge financial knock and as much as they want to focus on 
inclusive workplace practices and policies it is difficult for them because it’s about survival to a large extent”.
Going forward the IYF will engage with firms to get this level of data through the IYF SETA grant advisory 
services.
Short-Term Result 1.2.1: Partner industry intermediaries and companies submit funding 
proposals aligned to the High Gear model.
Indicators: SETA indicates an increase in employer proposals that include TVET college partnerships
(indicator applies only to UKPF-funded portion of High Gear)
# of industry group partners indicate that High Gear has supported them to access increased 
skills development funding.
Indicator SETA indicates an increase in employer proposals that include TVET college 
partnerships (indicator applies only to UKPF-funded portion of High Gear)
Unit of Measure Review of employer proposals that include TVET partnerships
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
TBD TBD NA NA
33
In relation to this indicator, it is noted that there is no Baseline measure for this as IYF was awaiting details 
from merSETA. However, during the Year 1 formative evaluation it was found that there is no clear evidence as 
to whether the number of applications has increased as the SETA indicates that they do not have this data. 
Further a respondent from the merSETA national office indicated that the quality of employer proposals is 
determined by a guideline to be used in Discretionary Grant applications and that the proposals received from 
employers in the automotive sector generally reflect these guidelines. As mentioned previously, in 2021 IYF 
engaged companies through the introduction of the High Gear SETA Best Practice Guide in KZN. A SETA 
respondent indicated that there is not really a process in place to review the quality of these submissions, but 
SETA indicates that employer proposals are generally aligned to the SETA guidelines.
The focus of the funding is stipulated in the guideline and include the following:
• Higher Education Institution partnerships: interventions will include, but are not limited to graduate 
placement, work integrated learning, short learning programmes, research, and 4IR.
• TVET college interventions: TVET college support for occupational programmes; equipment and 
workshop infrastructure; bursaries for TVET college lecturers to improve their technical or pedagogy 
skills through qualifications or part qualifications; TVET college managers training on curriculum 
related studies; credit bearing or non-credit bearing skills development programmes; TVET college 
lecturers support on industry exposure skills development programmes, projects, or activities; and 
research projects for the TVET sector.
A respondent at provincial level (KZN) indicated that merSETA funds numerous skills development 
programmes within the TVET college space including: learnerships, apprenticeships, occupational 
qualifications and bursaries as well as the development of the institution through the Centres of Specialisation 
(COS) where they work in partnership with the TVET Colleges, Department of Higher Education and Training 
and companies. 
However, the respondents noted that there is always room for improvement in terms of strengthening these 
partnerships commenting that, “TVET colleges don’t necessarily take advantage of all the opportunities that 
are out there for them as funding available from SETAs”. As an example of this challenge the respondent noted 
that merSETA allows TVETs to apply for infrastructure development funding, but they indicated that there 
were very few applications against this option despite the extent of the need. The SETA respondent noted that 
they are unsure why the colleges did not take up this offer but suggested that it could be because they did not 
have the capacity to complete funding proposals or that the communication that was sent to all the college 
principals was not well understood. 
In order to track this indicator, the SETAs are being asked to provide this data to the IYF.
Indicator # of industry group partners indicate that High Gear has supported them to access 
increased skills development funding.
Unit of Measure Number of partnerships
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 2 2 1 0 2 2 0
It was noted during the Baseline that it was premature to evaluate the impact of the High Gear programme in 
supporting companies to access additional funding. It is also noted that the Endline target is to ensure that two 
employers or industry intermediary associations in both the Eastern Cape and KZN provinces access increased 
funding. NACAAM indicates that High Gear has supported them to access increased skills development 
funding, and they have had one successful application to run a bursary programme for Electrical and 
Mechanical Engineering students, an apprenticeship programme and a programme for reskilling retrenched 
34
workers, which is called the “Road to Reskilling”. This programme was conceived as a means of reskilling and 
recapacitating 300 previously retrenched workers in the automotive components manufacturing sector to 
support their re-entry into employment by providing them with priority skills as identified in the sector skills 
plan Eastern Cape and Gauteng and has therefore been reported under the Eastern Cape in the High Gear 
Results Framework.
None of the employers across Eastern Cape and KZN reported that they have received support to access 
increased skills development funding through High Gear in 2021. As mentioned previously in 2021 the High 
Gear SETA Grant Advisory services has initiated its work in KZN in hosting information sharing sessions on SETA 
discretionary and mandatory grants, SETA applications, Workplace Skills Plans, and Annual Training Report 
submissions and hopes to extend this work to other provinces in 2022. 
3.1.4 Short-Term Result 1.2.2: Partner industry intermediaries disseminate project 
learnings.
Indicator # of instances (e.g., forums, publications, social media) in which industry partners 
disseminate High Gear learning.
Unit of Measure Number of times learning is shared
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 36 12 123 0 36 6 125
The Baseline for this indicator is 0, and the Endline target is that new learning is shared 36 times in each 
province, or approximately once a month in each province for the duration of the programme. In Year 1 the 
target is that new learning is shared 6 times in each province. These targets, and indeed the overall 
programme targets, were significantly exceeded in both provinces, which evidences the enthusiasm and buy-in 
from stakeholders to the programme.
A review of IYF media records during the Year 1 formative evaluation reveals that:
• In the Eastern Cape High Gear learning has been shared 123 times. High Gear featured in 80 industry￾led social media posts in 2021, along with 32 print and online articles that have national coverage, 
finally, High Gear also featured in 11 Eastern Cape-based print and online publications.
• In KZN High Gear learning has been shared 125 times. High Gear has featured in 80 industry-led social 
media posts, along with 32 print and online articles that have national coverage as well as 13 KZN￾based print and online publications.
In addition to this, High Gear learning has featured in national and provincial media including the NACAAM 
social media platforms and website, Daily Maverick, Engineering News SA, KZN Industrial & Business News, 
Nelson Mandela Chamber of Business, Automotive Business Review, and the Retail Motor Industry 
Association’s newsletter.
Some of these articles are provided in the following links:
o High Gear aligning TVET system with industry demand (dailymaverick.co.za)
o High Gear identifies barriers, opportunities for women to enter automotive component 
manufacturing (engineeringnews.co.za)
o Engineering News - High Gear – SETA best practice
o Plan to put auto industry skills into High Gear - KZN Industrial & Business News 
(kznindustrialnews.co.za)
o EASTERN CAPE ENGINEERING STUDENTS MOVE INTO HIGH GEAR (nmbbusinesschamber.co.za)
35
3.2 Objective 2: TVET students have equitable access to high-quality, relevant training 
and improved employment opportunities
Indicators: % of individuals with new employment following participation in donor-assisted workforce 
development programmes.
#/% TVET graduates that access higher education following participation in High Gear￾assisted courses. 
#/% of TVET graduates that indicate their qualification provided them with the skills and 
tools to access employment
% of individuals with improved soft skills following participation in USG [or UKPF] assisted 
workforce development programs
Indicator
% of individuals with new employment following participation in donor-assisted 
workforce development programmes.
Unit of Measure Percentage of graduates
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
27% of 
respondents 
reported new 
employment
34% of 
respondents 
report new 
employment, 
12-months ex￾post
29%
6% of 
respondents 
reported new 
employment
22% of 
respondents 
reported new 
employment
28% of 
respondents 
report new 
employment, 
12-months ex￾post
24%
5% of 
respondents 
reported new 
employment
The Baseline graduate CATI found that 22% of respondents from EMC and 27% of respondents from Elangeni 
had found employment since completing their qualifications. The Endline targets set are a 25% improvement 
on Baseline, given High Gear’s limited ability to impact directly on this indicator due to the wide range of 
factors which affect the likelihood of graduates finding employment9
. With regards to Year 1 targets neither 
Eastern Cape nor KZN achieved the set targets.
Given the context of the challenge of unemployment in SA, the length of time it takes to get a job and the 
impact of COVID-19 on employment opportunities, interventions are in place in terms of linking young people 
with job opportunities. The Yakh’ifuture platform will provide access to SA youth.mobi for them to apply for 
jobs. There was an agreement with NACAAM to get employers to post entry level jobs on SA youth.mobi. 
Employer guest lecturing, CV building workshops as well as WIL placements are also other High Gear 
interventions to address this indicator. Additionally, the High Gear tracer study will also contribute to 
addressing this indicator as graduates will be tracked 6 months post completion.
In the 2021 formative evaluation the graduate CATI found that only 6% (N: 10) of respondents from EMC and 
5% (N: 8) of respondents from Elangeni that had exited at N4, N5, and N6 levels are in new employment. 71% 
of the graduates across both colleges are currently studying (EMC N: 122 and Elangeni N:116), and 24% are 
unemployed (EMC N: 39 and Elangeni N:40), as shown below:
9 The definition of employment includes a contract or indefinite position; full-time or part-time position; and 
paid learnership, apprenticeship, or internship.
36
Table 10: Current Status of Survey Respondents
What are you doing now? EMC Elangeni Total
Employed (including self-employed) 10 (6%) 8 (5%) 18 (5%)
Studying 122 (71%) 116 (71%) 238 (71%)
Unemployed 39 (23%) 40 (24%) 79 (24%)
Total 171 164 335
As shown above, only 5% of all learner respondents indicated that they were employed. However, 71% of 
respondents are still at the college, so 19% of those who have left college are employed (on average 1-3 
months after leaving college).
It is, though, noted that the 1-year student CATI was undertaken 1 – 3 months after the respondents would 
have completed a semester. In comparison, the Baseline CATI was undertaken 6-12 months after the students 
completed, and this Baseline figure determined the targets set. A tracer study will be conducted in June/July 
2022 which will provide a comparable number.
In terms of time taken to find a job for those that are employed, further analysis of the survey data reveals 
that of the 18 graduates that are employed, 3 from EMC were already employed (or self-employed) while 
studying. However, it took 1-12 months for the remaining 7 graduates to get a job. For Elangeni it took 1-12 
months for the 8 graduates to get a job after completing their qualifications as shown below.
Table 11: Time Taken to Find a Job
Time taken to find a job EMC Elangeni Total
N/A I was employed (or self-employed) 
while studying 3 0 3
1 month 2 3 5
2 months 2 0 2
4 months 1 0 1
5 months 1 0 1
12 months 1 5 6
Total 10 8 18
Of the 18 respondents who have found work, three indicated that they are in full-time employment, eight that 
they are in part time employment, while seven indicated that they are in short-term contracts, as shown 
below: 
Table 12: Type of Employment Contract
Type of job EMC Elangeni Total
Full time 2 1 3
Part time 3 5 8
Short-term contract 5 2 7
Total 10 8 18
37
A closer look at the 18 respondents that are employed further reveals concerning findings that only four of the 
respondents are working in their field of study: 
Table 13: Relationship between Qualification and Job
Is your job related to your 
qualification(s)? EMC Elangeni Total
Yes 4 0 4
No 6 8 14
Total 10 8 18
Taking this further, Error! Not a valid bookmark self-reference. below shows the job titles of those that are 
employed: It can be seen that very few respondents are in technical roles.
Table 14: Job Titles of those Employed
What is your job title? EMC Elangeni Total
Teachers Assistant 2 4 6
Salesperson 1 0 1
Musician 1 0 1
Learnership 1 0 1
Occupational Health Inspector 1 0 1
Electrician 1 0 1
General worker 1 0 1
Facilitator 1 0 1
Postman 1 0 1
Hair stylist 0 1 1
Chef 0 1 1
Waitress 0 1 1
Unknown 0 1 1
Total 10 8 18
The evaluation also sought to understand the respondents´ monthly income. Of the 18 respondents who are 
employed, most indicated that they earned R8 000 per month or less. This is in line with average earnings for 
young people, which are between R3 648 (min average) and R5 980 (max average)10. Four respondents 
preferred not to share their monthly income. The table below shows the respondents’ monthly salary per 
college.
Table 15: Monthly Income of those Employed
Monthly income EMC Elangeni Total
Less than R3000 1 4 5
R3000-R8000 4 4 8
R13000-R18000 1 0 1
Prefer not to say 4 0 4
Total 10 8 18
10 Harambee presentation on income benchmarks, reflecting data from the My Employment Journey survey, 
between December 2019 and February 2022
38
The 18 employed respondents were asked if they contribute to their household income, as a measure of 
broader impact of participation in the programme. While 11 of the 18 respondents indicated that they do 
contribute to their households, only eight of these 11 said that they were contributing more than before they 
participated in the programme. 
Table 16: Contribution to Household Income
Contribution to Household EMC Elangeni Total
Yes, but I contribute less; 1 2 3
Yes, I contribute more; 3 5 8
I don’t contribute; 1 0 1
No, nothing has changed; 4 1 5
Total 10 8 18
For those 79 respondents that are currently unemployed, the survey asked the reasons why they think they 
are unemployed. Of concern is that 27% of the respondents indicated that they thought that there were no job 
opportunities for their qualifications. 
Table 17: Perceived Reasons for Unemployment
Why are you unemployed? EMC Elangeni Total
There are no job opportunities for 
my qualification 12 (30%) 9 (23%) 21 (27%)
There is not enough information 
about available jobs 4 (10%) 8 (20%) 12 (15%)
I recently graduated and am still 
looking for a job 8 (20%) 11 (28%) 19 (20%)
I don’t know the right people 
(connections) 7 (18%) 6 (15%) 13 (16%)
I was working but my contract 
ended / I lost my job 4 (10%) 2 (5%) 6 (8%)
I am still studying 4 (10%) 2 (5%) 6 (8%)
Health Problems 1 (3%) 0 1 (1%)
I am helping out at the college with 
tutoring
0 1 (3%) 1 (1%)
Total 40 39 79
39
Unemployed respondents were further asked what they think could have been done to increase their chances 
of finding employment. The following comments were provided:
EMC Respondents Elangeni Respondents
• I think if the college can meet us 
halfway by providing in-service 
training it will really help us
• If I could get experience things 
will be better
• To trade test for free 
• To submit our CVs at the college 
for internship opportunities 
organised by the college
• To get a driving licence,
• To get practical experience at the 
college 
• To get apprenticeship 
opportunities
• To get that 18-month in-service 
training
• The college should make the syllabus to be more relevant like 
the ones used by universities of technology
• To do more practicals in my qualification 
• To get job exposure
• The college should organise partnerships and implement 
apprenticeship programmes
• If the college can assist with workplace exposure or maybe ask 
for assistance from the government 
• Exposure to workshops more to prepare us for the workplace, 
also to get more advanced to equipment in the workshops 
• The institution should organise workplace experience
• The college should post or advertise job opportunities
• After results are issued, there should be companies that provide 
career guidance at the institution 
• College should give NATED students a chance to go workshops 
because its only being offered to NC(V) students
Indicator
#/% TVET graduates that access higher education following participation in High 
Gear-assisted courses. 
Unit of Measure Percentage of TVET graduates and number of TVET graduates
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results11
41% 
(average) of 
NATED 
candidates 
accessed 
Higher 
Education 
N4 to N5 –
55% N5 to 
N6 – 27% 
N6 to other 
– 0% NC(V)4 
to other –
unknown
62% 
(average) of 
TVET 
graduates 
access 
higher 
education, 
6- months 
ex-post
48%
44% 
(average) 
of NATED 
candidates 
accessed 
Higher 
Education 
N4 to N5 –
24% N5 to 
N6 – 65% 
N6 to 
other – 0%
34% 
(average) of 
NATED 
candidates 
accessed 
Higher 
Education N4 
to N5 – 40% 
N5 to N6 –
28% N6 to 
other – 0% 
NC(V)4 to 
other –
unknown
51% 
(average) of 
TVET 
graduates 
access 
higher 
education, 
6- months 
ex-post
40%
31% 
(average) of 
NATED 
candidates 
accessed 
Higher 
Education 
N4 to N5 –
12% N5 to 
N6 – 50% 
N6 to other 
– 0%
The Baseline is the average percentage of NATED N4 and N5 candidates that enrol for the next N level, based 
on data supplied by the colleges. The Baseline for N6 candidates who enrol in other higher education 
programmes is 0%, as per the graduate CATI interviews. The target is a 50% improvement on Baseline.
11 The data received from Elangeni only covers Electrical N4 in T1, the Mechanical N4 only start in T2 so we can’t track their 
completion in the calendar year.
40
The data shows that the Year 1 targets were just missed at both colleges. However, the Elangeni result may be 
affected by some gaps in the data provided by the college. The Elangeni data seems to only be Electrical N4 in 
T1, the Mechanical N4 only seem to start in T2 which makes it tricky to track completion in the calendar year.
Indicator
#/% of TVET graduates that indicate their qualification provided them with the 
skills and tools to access employment
Unit of Measure Percentage of TVET graduates and number of TVET graduates
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
65% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
three 
statements 
pertaining 
to skills and 
tools to 
access emp.
100% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
80% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
65%
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
69%
average) of 
resp. who 
agree & 
strongly 
agree with 
three 
statements 
pertaining 
to skills and 
tools to 
access emp.
100% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
80% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
69% 
(average) of 
resp. who 
agree & 
strongly 
agree with 
all three 
statements
The Baseline and targets for this indicator were set from the CATI survey of graduates. The measure is the 
average percentage of ‘agree’ and ‘strongly agree’12 responses to the following three statements presented 
during the survey:
• The course prepared me for the work environment
• The course gave me the necessary skills and knowledge for the workplace, 
• The course has improved my chances of getting employment,
As shown above, the Year 1 target has not been met in either the Eastern Cape or KwaZulu Natal. This is 
further demonstrated when looking at the individual responses to these three questions:
Table 18: Comparing Baseline & Formative Evaluation Survey Responses to Statements on Improving Skills & Knowledge to 
Access Employment (Combined Agree and Strongly Agree)
EMC Elangeni
B/Line 2021 
Formative
B/Line 2021 
Formative
The course prepared me for the work 
environment
79% 57% 70% 68%
The course gave me the necessary skills and 
knowledge for the workplace 79% 68% 75% 69%
The course has improved my chances of 
getting employment 70% 70% 69% 71%
12 It is important to note that the Baseline evaluation only tracked ‘strongly agree’ responses. However, in the Year 1 
evaluation it has been proposed both agree (4) and strongly agree (5) responses be included in the indicator.
41
These High Gear responses were explored in the qualitative research with High Gear graduates, and it was 
found that respondents were slightly more positive about the effect of the course on their ability to find 
employment than these responses show, although the most common concern raised by respondents was the 
lack of practical opportunities to gain skills, and the lack of workplace experience. In the research, respondents 
were asked if they thought the course improved (will improve) their chances of getting employment and in 
which ways did (will) the course increase their chances of finding employment. 
12 out of 16 respondents from Elangeni indicated that they believed that the course improved (s) their 
chances of finding a job. Even those respondents that are currently unemployed said that they think the 
course will increase their chances of finding employment. Respondents explained that there are a lot of job 
opportunities in the field of engineering and that having completed a qualification advances their chances of 
accessing these jobs, adding that having completed a higher NATED level increases their chances even further 
as they are able to demonstrate their abilities to learn and that they have the foundation knowledge of 
engineering. A respondent commented that “every profession requires a qualification... I believe my 
qualification will make me more marketable compared to someone without a qualification”. 
However, four respondents said that they don't believe that the course alone increased their chances of 
finding a job, noting that they could have acquired more technical skills and that this was the area that the 
course lacked as it was only theory based. The issue of lack of technical skills was raised as a concern by those 
who also said they think their chances of employment are increased commenting that: 
“I did get the right skills to increase my chances of finding employment. However, the challenge is that I only 
got theoretical knowledge and I didn’t get practical skills during the course”. 
“Knowledge and skills work hand in hand and at college we only acquired knowledge and not skills because 
they never did any practicals”. 
Respondents further explained that a qualification is not enough as employers need work experience and 
therefore work experience would increase their chances of finding employment. A respondent commented 
that “Yes, but only after getting in-service training, the theory was good, but the challenge is that most 
companies don’t hire us because we don’t have practical experience”. 
On the other hand, all 14 Eastcape Midlands respondents indicate that while they gained theoretical skills that 
improved their chances of accessing employment, they felt that they lacked technical skills due to a shortage 
of practical opportunities. 
Respondents were also asked if they thought the NATED course prepared (s) them for the work environment. 
Nine of the 16 respondents from Elangeni indicated that they thought that the course had prepared them for 
the work environment, stating that they learnt the theory which is applied in the workplace. A respondent 
commented that “I learnt about safety measures are the first thing we applied when I was working”. Another 
respondent though also commented about the lack of technical skills and how that undermines their ability to 
perform in the workplace though the respondent acknowledges that theory is important and provides the 
necessary concepts that one will come across in the work environment. 
However, the other seven Elangeni TVET College respondents said that the course only partially prepared them 
and went on to state that the lack of practical opportunities meant that they cannot apply the knowledge or 
demonstrate technical skills in the work environment. Respondents further explained that they learnt soft 
skills such as stress management, time management, communication, teamwork and being reliable: “The 
lecturers did make us aware of the challenges that we may encounter in the workplace and taught us on what 
we can do to cope with work-related stress”. 
Likewise, Eastcape Midlands College respondents indicated that while the course prepared them for the work 
environment, 11 of the 14 respondents noted that they think they have the right theoretical knowledge but 
acknowledged that they don’t think they have the right technical skills to apply in the workplace due to lack of 
practical opportunities during the course as well as lack of workplace exposure opportunities.
42
Respondents were also asked to share reasons why they chose to enrol for their respective courses. It is 
important to note that 30% of the respondents across both colleges indicated that they thought it would help 
them get a job and/or workplace experience. Another 25% said that they thought it would help them gain 
employability skills, both technical and soft skills.
Table 19: Reasons for enrolling in Qualification (2021 responses only)
Why did you choose to register for this qualification(s) in 
2021? EMC Elangeni Total
I thought it would help me increase my future earnings 3.8% 8.9% 12.8%
I thought it would help me get a job and/or workplace 
experience 
11.2% 15.7% 26.9%
I thought it would help me acquire more knowledge and skills 
to do my job better 5.4% 11.0% 16.4%
I thought it would help me gain employability skills (technical 
and soft skills) 11.9% 13.5% 25.3%
I thought it would help me to start a business 2.4% 7.9% 10.3%
I thought it would help me build connections with employers 
in the labour market 1.7% 4.5% 6.3%
I had no expectations at all 1.9% 0.0% 1.9%
In relation to the reasons offered above respondents were also asked if their expectations had been met: 73% 
of the 171 EMC respondents strongly agreed and agreed that their expectations were met while 98% of the 
164 Elangeni respondents strongly agreed and agreed that their expectations have been met. 
Indicator
% of individuals with improved soft skills following participation in USG [or 
UKPF] assisted workforce development programs
Unit of Measure Percentage of TVET students with improved soft skills
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
94% 
(average) of 
resp.
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
100% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
95% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
85% 
(average) of 
resp. believe 
that part. in 
the course 
had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
93% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their 
[listed] soft 
skills a fair 
amount or 
an 
enormous 
amount
100% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
95% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
91% 
(average) of 
resp. 
believe that 
part. in the 
course had 
improved 
their [listed] 
soft skills a 
fair amount 
or an 
enormous 
amount
43
This indicator is measured by average scores of the percentage of graduate respondents in the CATI survey 
who indicated that participating in the programme had improved their soft skills in a range of defined areas 
(listed in Error! Not a valid bookmark self-reference. and 
At Elangeni TVET College an average of 72% of respondents indicated that participating in the course had 
improved their listed soft skills an enormous amount; and an average of 19% that participating had improved 
their skills a fair amount, a total of 91% selecting either of these two options.
Table 21 below) – respondents were asked the degree to which they thought that participating in the 
programme had improved their soft skills. In the Baseline an average of 53% of respondents from 171 EMC 
respondents and 46% of 164 Elangeni respondents said that they believed that their soft skills had improved 
‘an enormous amount’ through participation in High Gear, and an average of 41% and 47% said that they 
thought that their soft skills had improved a fair amount. The Endline target is a 100% of respondents selecting 
one of these two options, and Year 1 targets are 95% in both provinces. During the 2021 formative evaluation, 
the total percentage of respondents selecting one of these two options was slightly below the target in both 
provinces. 
In EMC an average of 57% of respondents indicated that they thought that participating in the course had 
improved their listed soft skills an enormous amount, while 28% thought that it had improved their soft skills a 
fair amount. Overall, an average of 85% of respondents said that participating in the course had improved 
their soft skills a fair amount or an enormous amount. 
Table 20: EMC Respondents - Views on effect of participation on Soft Skills
Eastcape Midlands College Ratings
Participating in the programme helped me 
to develop the following competencies / 
soft skills. 
Completely 
disagree
Disagree
Neutral
A fair amount
An enormous 
amount
I recognise how my feelings affect my 
behaviour 8% 5% 18% 36% 33%
I complete tasks even when I don’t like 
them 5% 4% 13% 33% 46%
I am able to take steps to reach my goal. 1% 2% 7% 30% 60%
I stay calm even when I am stressed 3% 2% 13% 33% 49%
I know what my strengths are. 1% 1% 6% 26% 65%
I am willing to make changes when I am 
faced with a challenge 2% 2% 5% 21% 71%
I listen actively to understand and learn 1% 2% 9% 27% 61%
I value suggestions from others about how I 
can improve 1% 0% 8% 26% 65%
I can work effectively with others in a team 
to accomplish a task 1% 2% 7% 20% 69%
I can make compromises in order to resolve 
a conflict with others 0% 1% 11% 32% 57%
I use technology to deepen my 
understanding 2% 2% 13% 32% 51%
I collect a lot of information when making 
up my mind about something 1% 1% 11% 27% 60%
I try to think of multiple solutions when 
faced with a challenging problem 2% 1% 13% 31% 54%
44
I apply new ideas in a practical way to 
improve the way things are done 3% 2% 18% 29% 49%
I accept responsibility for my actions when I 
make a mistake or get in trouble 1% 0% 4% 23% 73%
Average 2% 2% 10% 28% 57%
At Elangeni TVET College an average of 72% of respondents indicated that participating in the course had 
improved their listed soft skills an enormous amount; and an average of 19% that participating had improved 
their skills a fair amount, a total of 91% selecting either of these two options.
Table 21: Elangeni Respondents - Views on effect of participation on Soft Skills
Eastcape Midlands College Ratings
Participating in the programme helped me 
to develop the following competencies / 
soft skills. 
Completely 
disagree
Disagree
Neutral
A fair amount
An enormous 
amount
I recognise how my feelings affect my 
behaviour 8% 3% 23% 21% 44%
I complete tasks even when I don’t like 
them 5% 2% 8% 27% 57%
I am able to take steps to reach my goal. 0% 1% 4% 14% 81%
I stay calm even when I am stressed 2% 2% 10% 23% 63%
I know what my strengths are. 1% 1% 3% 11% 84%
I am willing to make changes when I am 
faced with a challenge 2% 1% 2% 16% 79%
I listen actively to understand and learn 0% 1% 2% 15% 82%
I value suggestions from others about how I 
can improve
1% 1% 3% 20% 76%
I can work effectively with others in a team 
to accomplish a task 0% 0% 4% 13% 83%
I can make compromises in order to resolve 
a conflict with others 0% 0% 8% 25% 67%
I use technology to deepen my 
understanding 0% 0% 5% 22% 73%
I collect a lot of information when making 
up my mind about something 0% 1% 4% 18% 76%
I try to think of multiple solutions when 
faced with a challenging problem 0% 1% 7% 23% 69%
I apply new ideas in a practical way to 
improve the way things are done 0% 1% 7% 29% 49%
I accept responsibility for my actions when I 
make a mistake or get in trouble 2% 1% 4% 16% 78%
45
Average 1% 1% 6% 19% 72%
In the qualitative research, six out of 16 Elangeni TVET College respondents indicated that there was no 
component of the course that formally covered soft skills they could apply in the workplace and two 
respondents who had completed an NC(V) before enrolling for the NATED programme commented that soft 
skills were covered during the Life Orientation and English subjects of the NC(V). And 12 of the 14 EMC 
respondents also said that there were no soft skills formally introduced during the course. Two respondents 
said that they learned soft skills such as communication, teamwork and self-confidence through class 
discussions and working with other students during the course.
The Yakh’ifuture platform will include Passport to Success (PTS) courses to improve these results. Furthermore, 
the IYF has included PTS content into the work-readiness and customer service modules as well as relevant 
elements of the PBL and Career Guidance into the common modules and overall engineering curriculum 
frameworks.
3.2.1 Intermediate Result 2.1 (a): Students enrolled in upgraded TVET courses 
demonstrate improved academic performance 
Indicator Completion rate of TVET students in High Gear-assisted qualifications.
Unit of Measure Percentage of students that pass
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline 
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
NATED 28%
NC(V) 6.7%
NATED 42% NATED
33%
37%%
NATED 21% 
NC(V) 4%
NATED 32% NATED 24%
46%
The Baseline for this indictor is an average of 28% of students at Eastcape Midlands College and 21% of 
students at Elangeni TVET College pass the NATED programme. This average was obtained by using the 
completion rates at each level of NATED – N4, N5, and N6 – since each level results in a certificate. 
Data on student academic performance received from EMC and Elangeni shows that Year 1 targets were 
exceeded at both TVET colleges. The average combined pass rate for N4 – N6 Mechanical and Electrical 
Engineering was 37% at Eastcape Midlands College, and 46% at Elangeni TVET College. 
Pass rates at Eastcape Midlands College generally ranged between 30% and 50% across levels N 4 – 6 of both 
Electrical and Mechanical Engineering courses. However, the pass rate for N6 Mechanical Engineering was only 
20% which may warrant further investigation to identify whether there are specific factors at play affecting 
students’ performance.
Table 22: EMC Completion Rates
EMC Electrical Eng. Mechanical Eng. Overall
Enrolled Passed % Pass Enrolled Passed % Pass Enrolled Passed % Pass
N4 75 28 37% 53 23 43% 128 51 40%
N5 76 23 30% 26 11 42% 102 34 33%
N6 17 8 47% 15 3 20% 32 11 34%
Total 168 59 35% 94 37 39% 262 96 37%
Pass rates from Elangeni TVET College were also generally between 30% and 50% for both Electrical and 
Mechanical Engineering courses across levels N 4 – 6, with the exception of N6 Electrical Engineering which 
46
had a pass rate of 75%. While this may simply be due to the selection effect of progression through each level 
of qualification resulting in more capable students remaining in the N6 level, it may be worth further 
investigating this result to identify any factors at play which could be applied to other courses with lower pass 
rates. 
Table 23: Elangeni Completion Rates
Elangeni
Electrical Eng. Mechanical Eng. Overall
Enrolled Passed % Pass Enrolled Passed % Pass Enrolled Passed % Pass
N4 167 67 40% 27 14 52% 194 81 42%
N5 145 64 44% 18 6 33% 163 70 43%
N6 60 45 75% 16 5 31% 76 50 66%
Total 372 176 47% 61 25 41% 433 201 46%
3.2.2 Intermediate Result 2.1 (b): Employers have increased confidence that graduates 
from upgraded TVET courses meet their skills needs. 
Indicator
#/% of employers who indicate that female and male graduates employed 
through the college perform better (than other new entrants who enter these 
occupations) in the workplace.
Unit of Measure Number of employers
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline 
Target
Year 1 
Target
Year 1 Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0
50% of 
interviewed 
employers
17%
83% of 
interviewed 
employers in 
Eastern Cape
expressed a 
level of 
satisfaction 
with the 
quality of 
graduates 
from TVET 
College
0
50% of 
interviewed 
employers
15%
100% of 
interviewed 
employers in 
KZN 
expressed a 
level of 
satisfaction 
with the 
quality of 
graduates 
from TVET 
College
The Baseline for this indicator ‘percentage and number of employers who indicate that female and male 
graduates employed through the college perform better than other new entrants who enter these occupations’ 
was 0 (not applicable) as graduates from High Gear assisted courses have not yet entered the labour market. 
The Endline target was set at 50%, and in fact the Year 1 results exceeded this Endline target in both provinces. 
Five employers were interviewed from Eastern Cape and two employers interviewed from KZN and this may 
require further investigation as the sample size is small.
However, during the formative evaluation in 2021 a review of how college graduates compare to other 
graduates found that respondents from industry were generally very happy with the college learners. This may 
partly be due to their ability to pick and choose the top performing college graduates due to the excess supply 
of work seekers. Another company respondent pointed out that the challenges they experience with 
graduates of colleges are consistent with those of other new entrants as they generally do not have the 
requisite work readiness. 
47
Two of the company respondents indicated that graduates of colleges generally have several skills gaps, which 
they must address when they are in their workplaces. Furthermore, one employer respondent observed that 
they generally accept that learners coming out of colleges do not have the level of practical exposure required 
to perform effectively in the workplace, and that this requires an intense induction process. 
Interestingly respondents from two companies indicated that taking learners from university “is a nightmare” 
and that “those coming out of the colleges do not mind getting dirty whereas someone from university for 
example, a mechanical engineer will think ‘I am supposed to be in the office’ – the TVET graduates want to be 
involved in the shop floor and work on weekends to clean machines and working during shutdown – they want 
to be where the fire is.” The majority of companies indicated that the turnover is low within this cohort, and 
this is also considered very positive.
In terms of gender, some companies indicated that they have not reflected on the performance difference 
related to the gender of new entrants. There were a few companies that stated that there was no real 
distinction based on gender although one respondent stated that young women tend to take on more 
responsibility and “ask for more work.”
The five employers interviewed from Eastern Cape and two employers interviewed from KZN expressed an 
average level of satisfaction with the quality of graduates from TVET colleges, indicating that they observed 
that there is a concern in terms of certain gaps in graduates’ technical skills, levels of work readiness and 
degree of workplace exposure prior to entering the workplace.
3.2.2.1 Short-Term Result 2.1.1: TVET colleges deliver engaging, industry-aligned & 
inclusion sensitive education to TVET students
Indicators: #/% of TVET graduates that indicate that the quality and resources of the programme was of a high 
standard.
# TVET students who receive updated course content.
Indicator
#/% of TVET graduates that indicate that the quality and resources of the 
programme was of a high standard.
Unit of Measure Percentage of TVET graduates and number of TVET graduates
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
86% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
100% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
90% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
66% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
82% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
100% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
90% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
65% 
(average) of 
resp. who 
agreed and 
strongly 
agreed with 
all three 
statements 
on quality & 
resources
During the Baseline study respondents were asked to rate three statements relating to the quality and 
resources of the programme. 
• The lecturers were knowledgeable & supportive
• The quality of the learning materials was excellent
48
• The quality of technical equipment was excellent
The Baseline represents the average responses of the percentages of respondents who agreed and strongly 
agreed with these statements, and the Endline target is that a 100% of respondents from both colleges agree 
or strongly agree with the statements. The Year 1 target is 90% for both colleges. 
Error! Not a valid bookmark self-reference. shows the formative evaluation survey responses to statements 
on quality and resources of the programme (Combined Agree and Strongly Agree). In both provinces, the year 
1 target was not met.
Table 24: High Gear Responses to Survey Questions on Quality & Resources of the Programme
EMC Elangeni
The lecturers were knowledgeable & supportive 84% 86%
The quality of the learning materials was excellent 69% 63%
The quality of technical equipment was excellent 46% 47%
The qualitative research also sought to understand more about respondents’ perceptions around these issues. 
In line with the results of the CATI survey, most respondents from both colleges indicated that they found that 
their lecturers were knowledgeable and supportive. 14 out of 16 respondents from Elangeni agreed that the 
lecturers were knowledgeable and supportive: respondents referred to the lecturers' ability to explain 
concepts, the lecturers’ understanding of the trade as well as their willingness to answer their questions. 
Respondents also added that the lecturers were willing to go the extra mile to help them understand the 
course and conducted extra classes during the week and sometimes on weekends. The lecturers also collected 
additional study materials for learners, including downloading videos and other material from the Internet. 
Finally, the respondents also referred to the WhatsApp groups that they have with lecturers where they are 
able to ask questions, discuss topics and have consultations with lecturers. 
Only two respondents indicated that the lecturers are somewhat knowledgeable and are not always 
supportive: one respondent said that they thought that some lecturers do not understand the concepts fully 
and struggle to explain and just rely on the textbook. 
With regards to the 14 Eastcape Midlands respondents, 12 respondents reported that their lecturers were 
helpful and supportive and always encouraged them in the process and gave them extra lessons in their own 
time. Only two respondents said that they felt that the lecturers were not knowledgeable stating that they did 
not think they were trained in industry, they were not able to explain concepts and answer their questions, the 
N6 respondents further explained that their lecturers were not trained to teach this level of the NATED 
qualification and referred to the electro techniques lectures specifically. The respondents commented that: 
“the lectures were not that knowledgeable, and they also struggled to explain what is on the textbook and 
could not make examples or explain things differently”. 
When asked about the quality of learning material 11 of the 16 respondents from Elangeni indicated that the 
learning material was useful and up to standard and helped them to understand the course content and to 
prepare for exams. However, five respondents were not satisfied with the quality of the learning material, 
stating that there was not enough learning material and that the information covered by the learning material 
was not sufficient and, in many instances, they had to source information from Google as well as watch 
YouTube videos in order to help them understand the course content better. For instance, one respondent 
commented that the learning material did not cover all the topics, and as a result the lecturers would assist 
them by getting other learning material as well as previous exam papers to help them prepare for assessments 
and exams. Respondents also gave examples of subjects such as mechano techniques, power machines as well 
as electronic techniques stating that the information provided in these textbooks was insufficient for them to 
understand the lessons. One respondent commented that they had used a textbook for industrial and 
electronics from five years ago and preferred using this textbook because it had more information compared 
to their current textbook.
49
Six of the 14 respondents from EMC indicated that they thought that the learning material was useful and 
helped them to prepare and pass exams. However, eight respondents indicated that the textbooks were not 
entirely useful saying that the textbooks for electro techniques and mechano techniques were incomplete, 
commenting that “the examples were incomplete, and most information was missing…”. One respondent 
noted that “the teacher’s guide was better than the learner’s guide and we relied on copies made by lectures to 
find solutions to problems to prepare for the exams”. Some Electrical Engineering respondents said that the 
electro techniques textbook was changed in Trimester 3 of 2021 but not all learners received these new 
resources/guides, and some had to share these study resources.
When asked about the quality of technical equipment concerningly, only one respondent from Elangeni 
mentioned that they once used a linear scale and that helped them to understand the subject better. The rest 
of the 15 respondents indicated that they had not used technical equipment as there were no practical 
opportunities for them and that they have never seen or touched technical equipment: 
“we learnt about machines and boilermakers, but we never saw them. Right now, I wouldn’t be able to 
point out a boiler maker” 
“I did not see any machinery for the duration of my course”. 
“We never saw or touched anything during the course i.e., gearbox, engine etc” 
Likewise, 11 of the Eastcape Midlands respondents said that the course did not have any practical 
opportunities. However, three respondents spoke about a lecturer who took them to the workshop that is 
designated for NC(V) students and commented that they did well in the subject because they saw and touched 
technical equipment and the lecture did demonstrations for them.
Indicator # TVET students who receive updated course content.
Unit of Measure Number of students
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 1600 240 262 0 2000 1100 433
The Baseline target is 0 for both Eastern Cape and KZN and the Year 1 Endline target is 1600 in Eastern Cape 
and 2000 in KZN. The Year 1 targets are 240 in Eastern Cape and 1100 in KZN.
The formative findings in 2021 indicate that a total of 262 students from Eastcape Midlands College and 433 
students from Elangeni TVET College have benefited from course upgrades. Eastern Cape has exceeded the 
Year 1 target by 9% while KZN only achieved 39% of the target. The Y1 target for KZN was particularly high 
because it was anticipated that NC(V) students would be reached, however this was not the case. IYF is aiming 
to make up these numbers in 2022 by exposing both NATED and NC(V) students nationally to mechanical and 
electrical engineering concepts with animated demos, formulas and revision quizzes on the Yakh'iFuture's 
Discover page.
3.2.2.2 Short-Term Result 2.1.2: TVET college staff are equipped and motivated to deliver 
the enhanced curricula and pedagogy
Indicator
#/% of TVET college lecturers that indicate the quality of their teaching has 
improved as a result of High Gear support
Unit of Measure Number and percentage of college lecturers who received training
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baselin
e
Endline Target
Year 1 
Target
Year 1 Results Baseline Endline Target
Year 1 
Target
Year 1 Results
50
0
75% of lecturers 
strongly agree 
that the quality 
of their 
teaching has 
improved as a 
result of High 
Gear support
25%
1 lecture 
neither agreed 
nor disagreed if 
the quality of 
their teaching 
has improved as 
a result of High 
Gear support
0
75% of 
lecturers agree 
and strongly 
agree that the 
quality of their 
teaching has 
improved as a 
result of High 
Gear support
20%
29% agreed 
and strongly 
agreed that the 
quality of their 
teaching has 
improved
The Baseline for this indicator is 0 as the High Gear support had not yet begun. The question of whether or not 
lecturers think that the quality of their teaching has improved as a result of High Gear support was included in 
the 2021 lecturer surveys. The Endline target is 75% of lecturer respondents strongly agree with the statement 
that the quality of their teaching has improved because of participating in High Gear. The Year 1 target is 25% 
and 20% of lecturers from EMC and Elangeni respectively.
During the Year 1 formative evaluation survey only one lecturer from EMC and 26 lecturers from Elangeni 
indicated that they received capacity development support from High Gear. It is important to note that a 
review of IYF records shows that 14 lecturers at EMC received capacity building support. The reason for this 
discrepancy in reporting participation in capacity building is unclear and should be further investigated in 
ongoing evaluation processes. Going forward CATI surveys will be conducted by Singizi to increase the 
response rates.
An analysis of the responses from the one lecturer respondent from EMC shows that the respondent neither 
agreed nor disagreed if the quality of their teaching has improved as a result of High Gear support. 
An analysis of Elangeni lecturer respondents shows that an average of 29% of the respondents agreed and 
strongly agreed that the intervention gave them tools to improve their teaching techniques and methods.
3.2.2.3 Output 2.1.2.1: High Gear trains and coaches TVET staff to deliver improved
courses.
Indicator
Number of individuals affiliated with higher education (tertiary) institutions 
receiving capacity development support with USG {or UKPF] assistance. *
Unit of Measure Number of TVET lecturers who have received training on upgraded industry￾validated course content
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0
19 Eng. and 
related 
lecturers 18 
Life 
Orientation 
lecturers
19 Eng. and 
related 
lecturers
9 Eng. and 
related 
lecturer 0
52 Eng. and 
related 
lecturers 28 
Life 
Orientation 
lecturers
25 Eng. and 
related 
lecturers
26 Eng. and 
related 
lecturers
The Baseline for this indicator is 0, and the Endline target is that all the engineering and related lecturers and 
all the Life Orientation lecturers at each college receive training on upgraded industry-validated course content 
during the project. For Year 1 the target is that 19 lecturers from EMC and 25 lecturers from Elangeni receive 
capacity development support. 
Documents received from High Gear showed that 9 engineering and related lecturers from EMC and 26 
engineering and related lecturers from Elangeni received training on upgraded course content, namely Project 
Based Learning, during Year 1. In addition, 9 lecturers from EMC and 26 lecturers from Elangeni received 
mentorship support in 2021. The Year 1 target was not achieved at EMC and was slightly exceeded at Elangeni. 
51
Going forward the Endline target needs to be updated as the IYF has established that there are 14 Electrical 
and Mechanical Engineering lectures and in Elangeni there are 26 electrical and Mechanical Engineering 
lectures which make the initial targets set during the Baseline unachievable. Additionally given the exclusion of 
NC(V) then the Life Orientation lectures fall away.
In terms of rating their experience and views on the mentorship the single EMC respondent strongly agreed 
that the mentorship was excellent, while 49% of the Elangeni respondents strongly agreed that the mentorship 
was excellent, and 35% agreed that it was excellent. 
3.2.3 Intermediate Result 2.2: Students enrolled in upgraded TVET courses have 
expanded professional networks.
Indicator
#% of TVET students that have connections with employers that support their 
ability to seek employment
Unit of Measure Number and percentage of learners
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
59% of resp. 
strongly 
agreed that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
100% of 
resp. 
strongly 
agree that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
80% of resp. 
strongly 
agree that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
39% of resp. 
strongly 
agreed that 
part. in the 
course 
helped them 
to improve 
their conn. 
with 
employers
46% of 
resp. 
strongly 
agreed that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
80 % of 
resp. 
strongly 
agree that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
65% of resp. 
strongly 
agree that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
46% of resp. 
strongly 
agreed that 
part. in the 
course 
helped 
them to 
improve 
their conn. 
with 
employers
The Baseline and targets for this indicator were set from the CATI survey of graduates. The Baseline is the 
percentage of ‘agree’ plus ‘strongly agree’ responses to the question of whether the respondent thought that 
participating in the course had helped them to improve their connections with employers, and the Endline 
target is 100% for the Eastern Cape and 80% for KZN. 
In 2021 formative evaluation, 19% of respondents from EMC strongly agreed that participating in the course 
helped them to improve their connections with employers. At Elangeni 32% of respondents strongly agreed 
that participating in the course helped them to improve their connections with employers. Overall, 39% of 
EMC respondents and 46% of Elangeni respondents agreed and strongly agreed that participating in the course 
had improved their connections with employers. Thus, the Year 1 target was not met in either of the 
provinces.
Graduates noted that TVET colleges could still do more to connect them with potential employers. For 
example, a respondent from EMC suggested that the college could send graduates CVs to employers, while an 
Elangeni graduate note that the college could try to create direct connections between students and potential 
employers. High Gear has some direct interventions around this planned through the Yakh’iFuture career 
experience platform and the mobile site SAyouth.mobi, which hopefully will assist students starting from 2022 
onwards.
In the qualitative research, when asked if the course had helped them to improve their connections with 
employers and whether they were opportunities to engage with employers during their programme, the 
majority of the 16 respondents from Elangeni (14) indicated that there were no opportunities to engage with 
employers and suggest that the college needs to partner with employers to provide them with workplace 
52
experience opportunities as well as to visit the college and provide guest lecturers as well as talk them through 
career opportunities in engineering fields. Comments included: 
“The college should communicate with companies on our behalf for potential in-service training 
opportunities”. 
“The college should invite companies to schools and host career expos”. 
Only two respondents reported that they had engaged with employers: one said that they were once visited 
by Toyota to provide career advice at the college, and the other indicated that the lecturers connected them 
with an employer to apply for work experience opportunity and they were successful. 
Similarly, five of the 14 respondents from Eastcape Midlands also indicated that there was less engagement 
with employers during their studies than they would have enjoyed. However, four respondents were able to 
give examples of interactions with employers such as VW and Entsa, stating that these employers provided 
information sharing sessions on career opportunities in Electrical and Mechanical Engineering at the college.
All respondents recommend collaboration efforts between colleges and employers need to improve for 
workplace experience opportunities to be provided to students who need this exposure. Another respondent
commented that: “more employers need to add information about available jobs on the college notice boards”. 
Another respondent commented: “The college should find companies that can potentially employ us and 
connect us to potential employers”.
3.2.4 Short term Result 2.2.1: Employers deliver expanded and more gender-inclusive 
workplace training opportunities
Indicators: #/% of TVET lecturers who access workplace experience, as part of USG [of UKPF] assisted 
workforce development programmes. *
#/% of TVET students who access workplace experience as part of USG [of UKPF] assisted 
workforce development programmes. *
Indicator
#/% of TVET lecturers who access workplace experience, as part of USG [of 
UKPF] assisted workforce development programmes. *
Unit of Measure Number and percentage of lecturers
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0
57 WIL 
placements
19 14 0
156 WIL 
placements
25 25
The Baseline for number of lecturers who access workplace experience is 0 as the programme had not started 
yet, and the Endline target is 57 WIL placements in Eastern Cape and 156 WIL placements in KZN. This target is 
based on supporting 3 WIL placements per participating lecturer for the duration of High Gear.
The target for Year 1 implementation is for 19 lecturers to access WIL in the Eastern Cape and 25 in KZN. 
A review of IYF records for the 2021 formative evaluation shows that 14 lecturers from the Eastern Cape and 
25 lecturers from KZN have accessed WIL.
All 3 EMC respondents either agreed or strongly agreed that the knowledge and skills gained through 
workplace exposure were relevant to the course content of their subjects; that the workplace exposure had 
enabled them to improve their ability to link their teaching with industry requirements and standards; that the 
workplace exposure had improved the quality of their practical training; that the workplace exposure was well 
53
structured and managed and the employees within companies were knowledgeable and helpful. 36% of the 
nine Elangeni lecturer respondents selected either agree or strongly agree in response to these statements.
Indicator
#/% of TVET students who access workplace experience, as part of USG [or 
UKPF] assisted workforce development programmes. *
Unit of Measure Number and percentage of students
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
29% 48% 29% 13% 15% 30% 20% 10%
The Baseline for students who access workplace experience is 29% in Eastern Cape and 15% in KZN. The 
Endline target is 48% in Eastern Cape and 30% in KZN. For Year 1 of the implementation of High Gear the 
target is 29% in Eastern Cape and 20 % in KZN.
The Year 1 formative evaluation found that 13% of students in Eastern Cape and 10% of students in KZN had 
accessed WIL in 2021. At the end of 2021 only 23 respondents from EMC and 17 respondents from Elangeni 
had accessed WIL as shown below. Overall, of the 335 respondents across both colleges only 40 students 
accessed workplace experience.
Table 25: Student Access to Workplace Experience/ Exposure
Did you have access to workplace experience/exposure 
in 2021? EMC Elangeni Total
Yes 23 17 40
No 146 146 292
Cannot remember 2 1 3
Total 171 164 335
The survey further probed how respondents accessed WIL and found that 17 students out of 40 across both 
colleges emailed their CVs to different companies in order to access WIL as shown below.
Table 26: How students accessed Workplace Experience/ Exposure
How did you access the workplace experience/exposure? EMC Elangeni Total
I emailed my CV to different companies 13 4 17
Through the college 6 8 14
Through personal networks (family & friends) 0 4 4
Through social media 3 0 3
Cannot remember 1 1 2
Total 23 17 40
In terms of rating their views on the workplace experience, Error! Not a valid bookmark self-reference. below 
shows that, overall, respondents from Elangeni returned slightly higher average ratings to all statements that 
54
those from EMC (respondents were asked to rate the various statements where 1 is strongly disagree and 5 is 
strongly agree). Overall, the lowest ratings went to the statement that accessing the workplace experience was 
reasonably easy, followed by the statement that the college learning was integrated with the workplace 
experience. The statement that received the highest rating was that the respondent had acquired new skills 
and knowledge which would assist them in finding employment, followed by the statement that existing 
employees within companies were knowledgeable and helpful.
Table 27: Respondents' views on Workplace Experience /Exposure (Average Ratings)
EMC Elangeni Total
The process of accessing workplace experience/exposure 
was reasonably easy
3.43 4.00 3.72
The knowledge and skills gained through workplace 
experience/exposure was linked to the course content 3.91 4.12 4.02
The college learning (theory and practical) was integrated 
with the workplace experience
3.78 4.00 3.89
The workplace experience/exposure enabled me to learn 
and understand the content of my qualification more 
effectively.
3.78 4.29 4.04
I have acquired new skills during the workplace 
experience/exposure which increase my chances of finding 
employment
4.35 4.35 4.35
The existing employees within companies were 
knowledgeable and helpful 
4.09 4.47 4.28
The survey further asked respondents what could be done to improve the workplace experience process for 
them and indicate who should be responsible for these improvements. It is important to flag that not all 
respondents who accessed workplace experience responded to this question. 
EMC Respondents Elangeni Respondents
• The communication by the 
employer
• Add latest technology
• Ensure we rotate to 
different departments
• Add ICT training
• Do not give tasks not linked 
to the qualification
• Give us more time to 
complete tasks
• People in the work industry must work in a team and face 
challenges must stop complaining and adapt to the challenge and 
find solutions
• The college should do more work readiness programs frequently 
like every Friday to prepare us for workplace experience. They can 
also provide the equipment that students use much earlier. They 
must also have assistants available for when the lecturer is not 
available.
• Provide more and better equipment so that I can learn more. 
• Bring more equipment, bring more people. We also want to be 
actively involved during training
• They must organise a place for you to do the practical and you 
want to participate more during the workplace exposure.
• Institutions should help in the process of job seeking so that when
students are done with their qualifications, they have a bit of 
experience.
• Extend the duration
• Remove unqualified people training qualified candidates
55
• Improve the working conditions and also provide for real work 
experience. And not only reading on the books.
Those respondents that did not access workplace experience were asked why they thought that they had not 
been able to get this opportunity. This was an open-ended question, but the evaluation partner (Singizi) 
categorised similar comments made by respondents.
Table 28: Reasons why Respondents thought that they had not accessed Workplace Experience
EMC Elangeni Total
I am still studying 38 53 91
I applied but I didn't get any response 38 20 58
It’s because we are doing theory only, we not doing practicals at the 
college
25 24 49
I didn't finish my studies 15 12 27
Because of COVID many places were not hiring 7 8 15
I have no information on places offering employment and training 3 4 7
Maybe the college is not serious about the workplace exposure, they 
did not help
7 7
I have never applied 5 5
I am not allowed yet to attend workplace exposure by my college 4 4
Because I did not get my certificate (NSFAS did not pay, and we were 
unable to get certificates)
3 3
They required a driving licence and experience which I don't have 1 1 2
Health Problems/ Family responsibilities 1 1 2
It's because of a lack of connections/networks 1 1
You have to pay to get them 1 1
Maybe companies cannot afford to provide work exposure to 
students
1 1
Because of the July political unrest/looting in KZN 1 1
I am studying and working at the same time 1 1
I have not found any interesting workplace that I can work for 1 1
I failed my interview 1 1
There were no factors preventing me from accessing WIL 1 1
I don't know/ cannot remember 1 4 5
Of concern is that 38 respondents from EMC and 53 respondents from Elangeni indicate that they cannot 
access workplace experience because they are currently studying which raises concerns regarding the 
respondents’ understanding of the link and relevance between studies and undertaking WIL simultaneously. 
56
Another concern is that 25 respondents from EMC and 24 from Elangeni commented that they think they have 
not accessed WIL because they are mostly doing theory at the college and little or no practical work, which 
makes it difficult for them to access WIL. Linked to this, it is also worth noting that unemployed respondents 
commented that accessing workplace experience could have improved their chances of finding a job.
Related to these concerns the survey asked graduate respondents what guidance they received when they 
completed their courses. 81 of the 171 respondents from EMC commented that they did not get any guidance 
upon completing their qualification(s). The remaining 90 respondents commented that they were advised by 
either their lecturers or a family member to study further or to look for a job. 
58 of the 164 respondents from Elangeni commented that they did not get any guidance upon completing 
their qualification(s). A few of these respondents also commented that they are pursuing their studies further 
and are not anticipating any guidance at this stage. Other respondents indicated that they received some 
guidance from either family member or lecturer.
3.2.4.1 Output 2.2.1.1: Industry intermediaries facilitate gender-inclusive workplace 
training opportunities for TVET students
Indicator
# of new private sector entities that engage with TVET colleges to provide
students with relevant skills and workplace learning experiences
Unit of Measure Number of private sector entities
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 5 firms 2 1 0 5 firms 2 0
The Baseline was not applicable for this indicator as the initiative had not yet started. The Endline target is to 
ensure at least 5 firms offer these opportunities in each province. For Year 1 the target is for 2 firms in each 
province to offer workplace experience for students. The sources of data to address this indicator were 
interviews with TVET colleges, employers, as well as industry intermediaries. One firm was confirmed to have 
provided students with relevant skills and workplace learning experience and relevant skills in the Eastern 
Cape. No workplace learning experience placements for students were confirmed in KZN.
The Year 1 formative evaluation reveals that there is clear evidence that private sector entities have started 
engaging with TVET colleges to provide students with relevant skills and workplace learning experience. It is 
however noted that there were some students, who had been placed with a large auto company and they did 
not access workplace experience as intended, in large part because of the disruptions linked to the pandemic.
However, industry intermediary respondents as well as employer respondents commented on their continued 
commitment to provide workplace training opportunities for TVET students in future and, as indicated 
previously, to availing subject matter experts to provide guest lectures at the TVET colleges. Linked to this the 
merSETA also commented on its commitment to support employers to provide students with workplace 
learning experiences. The respondents indicated that their role as a SETA is to assist companies with funds to 
enable the effective participation of TVET learners in workplace experience interventions as well as ensuring 
that these companies can effectively support the learners. Employers highlight that there is also a need to 
ensure that this process is well managed to ensure that the rotation timing works to ensure that the company 
is not “in the middle of production” when the learners come. 
An industry intermediary respondent indicated that through the High Gear programme they have developed 
partnerships between companies, universities, and TVET colleges which will assist to create an increased 
number of opportunities for students to complete workplace experience.
57
3.2.4.2 Output 2.2.1.2: Industry intermediaries facilitate gender-inclusive workplace 
training opportunities for TVET staff
Indicator
# Of new private sector entities that engage with TVET colleges to provide staff
with relevant skills and workplace learning experiences
Unit of Measure Number of private sector entities
USAID/MSDF Eastern Cape UKPF KwaZulu Natal
Baseline Endline
Target
Year 1 
Target
Year 1 
Results Baseline Endline
Target
Year 1 
Target
Year 1 
Results
0 5 firms 3 3 0 5 firms 2 1
The Baseline was not applicable for this indicator as the initiative had not yet started. The Endline target is to 
ensure at least 5 firms offer these opportunities in each province. For Year 1 the target is for 3 firms in Eastern 
Cape and 2 firms in KZN to offer workplace experience for lectures. The sources of data to address this 
indicator were interviews with TVET colleges, employers as well as industry intermediaries.
A few companies indicated that they provide lecturers access to workplace exposure, which included the use 
of new technology. A college management respondent commented that: “this IYF project is changing the 
mindset of lecturers to see themselves as not just lecturers but as facilitators of change in the learner from an 
academic environment into a work environment; so I think that also inspires them. The other benefit is because 
the lecturers have had the opportunity to facilitate, they themselves have increased confidence and they 
believe in themselves. They are now not doubting their ability to reckon with an industry in terms of their 
knowledge; whereas before they were kind of like in a vacuum within education, but this project has allowed 
them to see themselves as part of the whole system and I think that is a huge success. This has improved their 
morale in terms of their contribution”.
However, one company respondent indicated that “we have not exposed lecturers but are happy to shadow 
someone for a few days.” They continued to say that they believe that this would not be sufficient as the 
lecturers in the workplace needed proper supervision to ensure that the exposure is beneficial. Another 
company respondent added that they had not yet been approached by a TVET college to provide lecturers 
with workplace exposure. It is noted that respondents anticipate that this will be addressed in the next phase 
and one intermediary respondent indicated that they have put out a survey to members to identify the 
number of lecturers and students they want to invite over for work integrated learning, and which is expected 
to run over the next 2 years. One provincial level respondent further recommended that the best way to 
ensure sustainable partnerships and provision of access to WIL would be for companies in the auto industry to 
adopt a college.
Some respondents also shared that the participation of lecturers in this High Gear partnership has resulted in 
an increased amount of pressure on lecturers although they stated that most of their lecturers have expressed 
appreciation for the opportunity. College management respondents suggested though that in expanding this 
intervention it would be useful to explore possible incentives to encourage lecturer participation in workplace 
exposure interventions. A respondent commented that, “at the moment the project is really making them feel 
that they are being invested in, but that is because the IYF project is still in its Pilot phase, and it is going to get 
to a point where it is going to complete”.
It is also noted that despite these noticeable developments, the COVID-19 pandemic has disrupted some of 
these partnerships, particularly in KZN.
58
Three firms in Eastern Cape have confirmed to have provided TVET college staff or lecturers with relevant skills 
or workplace learning experience and one firm in KZN confirmed to have provided TVET college staff or 
lecturers with relevant skills or workplace learning experience.
59
60
4 FINDINGS IN RELATION TO THE PRIMARY 
EVALUATION QUESTIONS
The first year of the High Gear programme has laid the foundations for the development of an impactful 
intervention in the skills development system in KZN and the Eastern Cape and has achieved concrete results 
in terms of supporting the education system in becoming more responsive to industry needs. This section 
examines the evaluation results in terms of the primary evaluation questions. The matrix below outlines how 
each of the evaluation questions relates to the overall purpose of the evaluation and to the Theory of Change 
and provides examples of data collection methods applied.
Diagram 3: Understanding the Evaluation Questions in more detail
Evaluation 
Questions & Sub￾Questions
Purpose
Theory of Change Component(s) 
Evaluated
Illustrative data 
collection method
Question 1: Is High Gear’s Theory of Change—including its embedded hypothesis and assumptions—
accurate, thereby leading to anticipated results?
Does the Theory 
of Change 
contribute to 
increased and 
sustained 
partnerships 
between industry 
and TVET 
colleges?
● Primary: Help 
determine whether 
the hypothesised 
Theory of Change 
(ToC) is holding true 
or not, and why;
● Secondary: Inform 
project strategy 
shifts, if necessary, to 
strengthen 
implementation and 
outcomes.
● Sustained partnership between 
industry and TVET colleges to 
align courses with employer 
needs;
● NAACAM leads increased 
industry-wide partnerships with 
the TVET system;
● Industry groups’ strategic plans 
incorporate the High Gear 
model; 
● Industry disseminates project 
learning and results.
● Interviews with 
company and 
industry associations 
representatives
To what extent is 
the curricula and 
teaching in TVET 
systems more 
aligned to industry 
needs and being 
delivered as 
intended 
according to 
project design?
● Primary: Help 
determine whether 
the hypothesised 
Theory of Change 
(ToC) is holding true 
or not, and why; 
● Secondary: Inform 
project strategy 
shifts, if necessary, to 
strengthen 
implementation and 
outcomes.
● TVET lecturers adopt and 
champion course upgrades;
● TVET students have equitable 
access to high-quality, relevant 
training and improved 
employment opportunities.
● Survey of all affected 
TVET college 
staff, focus groups 
or interviews with a 
sample of staff 
member;
● Document review of 
attendance 
registers.
To what extent 
did the intended 
outcome of 
increasing young 
women’s and 
young men’s 
● Primary: Help 
determine whether 
the hypothesised 
Theory of Change 
(ToC) is holding true 
or not, and why; 
● Students demonstrate 
improved academic 
performance and have 
expanded professional 
networks;
● Computer Assisted 
Telephone Interview 
(CATI) with all 
graduates from High 
Gear programme, 
focus groups with 
61
learning and 
employment in 
targeted regions 
occur over the 
course of the 
project? 
● Secondary: Inform 
project strategy 
shifts, if necessary, to 
strengthen 
implementation and 
outcomes.
● TVET students have equitable 
access to high-quality, relevant 
training and improved 
employment opportunities.
sample of 
graduates;
● Data retrieval from 
DHET MIS.
Question 2: Is High Gear contributing towards increased ecosystem resilience? 
Does High Gear 
contribute toward 
increases in 
economic 
opportunity and 
inclusive growth, 
as a result of a 
higher-quality, 
industry-aligned 
TVET system 
continuum?
● Primary: Gather 
preliminary evidence 
of the High Gear 
project’s contribution 
towards the 
development of a 
more resilient, youth￾inclusive skills 
development 
ecosystem. 
● ‘System Scale and 
Sustainability’ elements of the 
Theory of Change.
● National routine 
data on 
employment;
● Macro-economic 
measures such as 
labour productivity 
and GDP;
● Interviews with key 
employers and 
industry 
intermediaries.
Question 3: Does the High Gear project model deliver Value for Money?
Does High Gear 
cost-effectively 
contribute 
towards positive 
livelihood and 
productivity 
benefits for youth 
participants?
● Primary: Gather 
preliminary evidence 
of the High Gear 
project’s impact on 
young people by 
determining whether 
the High Gear model 
is cost-effective, in 
terms of benefits 
delivered for target 
beneficiaries in 
comparison to 
resources required. 
● ‘System Scale & Sustainability’ 
and ‘Goal’ levels of the Theory 
of Change. 
● South African labour 
market data;
● Previous evaluations 
and longitudinal 
surveys of workforce 
development 
beneficiaries in 
South Africa.
4.1 Question 1: Is High Gear’s Theory of Change – including its embedded assumptions –
accurate, thereby leading to anticipated results?
High Gear’s Theory of Change includes several core assumptions related to the roles and efficacy of 
stakeholders in the South African skills development system. These assumptions include:
• There is recognition of the need for curriculum reform, and an appropriate sense of the urgency of 
this need, among both private and public sector stakeholders; 
• Industry intermediaries are able to effectively facilitate linkages between industry and TVET colleges, 
and that they have the capacity to do so; 
• Employers are willing to invest time and resources in programmes that benefit the sector as a whole, 
including their competitor firms;
• The TVET sector has the capacity to implement processes that require the ongoing revision and 
updating of curricula in line with changes in industry production processes; 
62
• That students have the means and capacity to access opportunities made available through 
partnerships between TVET colleges and industry.
Based on the findings of this evaluation, these assumptions are broadly accurate. 
• Respondents across the skills system recognised the need to upgrade TVET curricula and understood 
that the lack of appropriately qualified technical graduates impeded the efficiency of industry and 
undermined the employment potential of graduates. 
• Industry intermediary bodies have demonstrated their potential in facilitating linkages between TVET 
colleges and industry by establishing the basis for ongoing cooperation between sector stakeholders. 
• Employers generally recognise the need for the TVET sector to provide a strong foundational level of 
technical and theoretical education to graduates in terms of transferable technical skills, and soft 
skills. 
• In terms of TVET colleges, there is recognition in the college system of the need to make curricula 
more responsive to industry needs, but the capacity to make these changes may be limited by the 
length of the bureaucratic processes required to revise and certify these upgraded curricula. 
• TVET graduates, including those continuing with further levels of their NATED qualifications, 
demonstrated a high degree of desire for WIL, despite the very few opportunities which appear to be 
available. 
4.1.1 Does the Theory of Change contribute to increased and sustained partnerships 
between industry and TVET colleges?
The Theory of Change highlights the role of industry intermediaries as critical to facilitating partnerships 
between industry and TVET colleges. Respondents from industry, colleges, and industry intermediary bodies 
reported that the programme strategy was relevant and would support the increased effectiveness of the skills 
development system.
While partnerships between industry and individual TVET colleges have not yet been secured, there is 
evidence that the basis for these partnerships is being established. After Year 1 these partnerships are still in a 
developmental stage in which the particulars of how they will function, and the roles and responsibilities of 
respective partners are being negotiated. 
An important development in this regard is the establishment of working groups with members from each of 
the stakeholder groups in the skills system. The establishment of a means of regular contact between industry 
intermediaries, DHET and the TVET colleges, and employers themselves is essential in addressing challenges 
around communication and coordination and developing a mutual understanding of the internal processes in 
each stakeholder group that affect programme implementation. 
One of the critical roles of industry intermediaries noted by several respondents in relation to High Gear has 
been in providing information about potential opportunities to change how they relate to the skills system 
more broadly. For example, some industry respondents reported being unaware of the possibility that they 
could access SETA funding for learnerships and WIL. Since the establishment of High Gear, and the sharing of 
this knowledge, several funding proposals have been submitted to South African public funders to support 
skills development both in TVETs and within industry. 
The current lack of established partnerships between industry and TVET colleges does not, therefore, negate 
the role of industry intermediaries in the Theory of Change, but does point to the complexity of intervening in 
the skills development system. It appears likely that through the combined work of coordinating different 
stakeholders, sharing relevant information and opportunities, and actively building linkages within the system, 
partnerships will be established in the near future.
63
4.1.2 To what extent are the curricula and teaching in TVET systems more aligned to 
industry needs and being delivered as intended according to project design?
The upgrading of TVET curricula to be more responsive to industry needs is a core element of the High Gear 
programme. While there is some evidence of changes beginning to occur, the main achievements during Year 
1 of High Gear have been in building a supportive context for curricula change. In part, this has involved 
building a shared understanding among stakeholders of the contexts and processes in which each partner 
works, the specific complexities that need to be dealt with in each of these contexts, and the differing 
priorities among stakeholders that need to be balanced for the upgrading process to be successful. 
While processes were underway to align industry needs with TVET curricula prior to High Gear’s 
implementation, the approach used by High Gear in working with industry intermediaries to coordinate this 
alignment was new.
One of the primary challenges to the process of upgrading TVET curricula is the length of time it takes to both 
develop new curricula, and to attain approval for their implementation, in the context of the relatively rapid 
technological changes that occur in industrial production processes. Respondents acknowledged this challenge 
and noted that High Gear was addressing this problem using a multi-pronged approach. Firstly, the 
partnerships facilitated through High Gear between DHET, TVET colleges, and industry stakeholders led to an 
increased willingness among individual companies to engage in curriculum development, and to providing 
experts as guest lecturers at TVET colleges. Secondly, High Gear supports capacity building and work exposure 
opportunities for TVET lecturers to ensure that they can stay abreast of developments within industry. Thirdly, 
by providing a space in which to problem solve, High Gear facilitates the development of more creative means 
to integrate new developments into the curriculum. For example, a respondent from DHET pointed out that 
one way to quickly include new knowledge in existing curricula is to use the provision for local content in TVET 
courses, including content such as case studies of particular production plants or processes.
There has been progress towards aligning TVET curricula and teaching to industry needs during Year 1 of High 
Gear. While fundamental changes to course curricula have not yet occurred, High Gear is laying the 
groundwork for these changes to be implemented and is ensuring that partners are engaged and invested in 
this process. 
4.1.3 To what extent did the intended outcome of increasing young women’s and young 
men’s learning and employment in targeted regions occur over the course of the 
project?
High Gear ultimately aims to increase youth employment through making the education which students 
receive at TVET colleges more relevant to industry needs. Although there was no measurable improvement in 
rates of youth employment among TVET graduates after Year 1 of the programme, graduates generally felt 
that the training they had received through the programme had equipped them with the skills required to find 
employment and function effectively in a workplace. 
Most of the youth who continued studying after Year 1 thought that their qualifications had adequately 
equipped them for further study, and pass rates among targeted courses exceeded their targets. Accessing 
WIL remained a challenge for TVET students, with low percentages of graduates reporting having participated 
in workplace experience programmes during their studies. This suggests a need to increase the focus on 
systematising WIL programmes in the partnerships between TVETs and industry and will be a key marker of 
industry commitment to High Gear’s objectives. 
After the first year of High Gear implementation there is some evidence that High Gear is having a positive 
impact on youth learning outcomes, but it is currently not possible to identify positive outcomes in terms of 
employment rates among graduates. While the tracer study will deepen our understanding of these results, it 
is important to note the very negative impact of the COVID-19 pandemic on industry and unemployment in 
South Africa more broadly, and that graduates were entering a depressed labour market.
64
4.2 Question 2: Is High Gear contributing towards increased ecosystem resilience?
This question examines whether High Gear’s focus on improving TVET quality and industry alignment has led 
to an increase in the resilience of the automotive component manufacturing sector in South Africa. At a broad 
level, it appears that there are some shifts towards building a foundation of resilience in the sector because of 
the intervention. These shifts are currently primarily around the development of partnerships between TVET 
colleges and industry. The increasing awareness among employers of the funding available for WIL is another 
important development in terms of increasing the active role of industry in the skills development system. 
These developments are likely to contribute to the increasing resilience of the sector over the course of the 
High Gear programme. 
In relation to this evaluation question, although it is generally too soon to tell whether High Gear is 
contributing to increased system resilience, it appears that the programme is on track to achieve this as High 
Gear is improving the eco-system, including enhancing TVET and industry partnerships, and is assisting to 
create a more youth and gender inclusive workplace. This bodes well for the intended outcomes although the 
extent of this change will be explored in the next evaluation once the programme has been able to be 
implemented more widely.
4.3 Question 3: Does the High Gear project model deliver Value for Money?
This evaluation question tests whether High Gear cost-effectively contributes towards positive livelihood and 
productivity benefits for youth participants. It is too soon to tell, given the fact that very few participants have 
entered the labour market thus far. This question will form part of the graduate tracer study being 
implemented in September 2022.
65
66
5 CONCLUSION
The High Gear programme is beginning to have a positive impact on skills development in the automotive 
components manufacturing sector in South Africa. The first year has seen the implementation of important 
foundational work, including developing coordination mechanisms through industry intermediaries, increasing 
interest and willingness to develop partnerships between industry and TVET colleges, improving access to 
funding for industry and TVETs to implement WIL for lecturers and students, and improvements in some 
student level outcomes. It is noted that strong relationships have been established with employers, employer 
intermediaries and colleges: High Gear is seen as credible and adding value. Specifically, this has resulted in 
significant work having been done in relation to revising qualifications and building new qualifications (with 
the QCTO) that takes the needs of industry into account. This evaluation has identified several areas of work 
that may require an increased focus in order to support programme implementation over the next 3 years. 
• Securing partnerships between TVET colleges and employers remains a priority given the overall lack 
of participation in WIL among TVET graduates.
• Focusing on both longer-term curricula reform as well as exploring the potential to include industry 
led training through local content measures that do not require the extensive revision and approval 
processes of standard curricula. 
• Targeting students more directly with awareness and education about the role of WIL and how to go 
about accessing WIL opportunities.
Overall, the High Gear Theory of Change appears to be beginning to lead to a shift in the skills development 
system. The focus on industry intermediaries as coordinating bodies seems to be functioning as intended, and 
important groundwork has been completed which should facilitate the ongoing development of a more 
resilient and responsive TVET system. 
One area in which the Theory of Change may need modification is in its conception of how young people will 
respond to changes in the skills development system. As it stands the Theory of Change is somewhat 
deterministic, and perhaps underestimates some of the challenges that young people might face in their ability 
to respond to changes that occur in TVET colleges and industry. There may be a need to increase the focus on 
working directly with students to identify challenges affecting their progress and to help them to take 
advantage of opportunities made available through High Gear. 
67