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INTEGRATED RESULTS PRESENTATION
KING III APPLICATION
 
   



Building strong skills

Eskom constantly needs to source, develop and retain technically skilled workers at all levels of the company to ensure the sustainability of its business.

Key performance indicators for skills development

Indicator and unit
Target
2017/18
 
Target
2013/14
  Actual
2013/14
 
Actual
2012/13
 
Actual
2011/12
 
Target
achieved?
 
Training spend as % of gross employee benefit costs, %1 5.00   5.00   7.87   n/a   n/a    
Total engineering learners in the system, number 391   2 007   1 962   2 144   2 273    
Total technician learners in the system, number 652   780   815   835   844    
Total artisan learners in the system, number 1 434   2 619   2 383   2 847   2 598    
Youth programme, number   5 000   4 325   5 701   5 159    

1. Training spend is a new measure effective from 1 April 2013, thus comparative information prior to this date is not available.

Eskom reviewed the learner numbers and decided to realign the learner pipeline from 14.5% of staff complement to a more sustainable level of 6% phased in over the next five years. The engineering and artisans target was not achieved as a result of this decision.

The underperformance of the country’s youth (SYDI) programme is due to a lack of funding.

A learner hub was established to ensure centralised learner management, and manage the further development, placement or exit of learners.

Eskom has also partnered with higher learning and basic education institutions to promote access to quality education, particularly in the fields of maths and science, as part of its external development programme. Another example is Eskom’s Academy of Learning (EAL) artisan operating and maintenance centre of excellence which chairs the initiative that champions the building of additional infrastructure and developing a curriculum at the further education and training college in Lephalale, and provides support through leadership and technical guidance. The first skills programme, accommodating 40 demobilised workers, started on 21 October 2013 and was completed on 13 December 2013. Successful candidates earned national credits.

EAL’s mandate is to close Eskom’s competency gap by addressing, coordinating and integrating all learning needs of employees, as well as enhancing performance throughout Eskom, by focusing on business needs, and catering for all facets of the learning value chain and learning operations. As an example, the EAL welding school of excellence is accredited by the International Institute of Welding. A total of 150 welding apprentices are in the learner pipeline and the first group of 50 will qualify in 2014. This initiative will help with the national shortage of welding skills. The early success of this initiative is evident, with positive feedback from potential employers and continuous improvement of learner capabilities.