the impact assessment of the …uphile/the...improvements in vukuphile programme. evaluation...
TRANSCRIPT
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THE IMPACT ASSESSMENT OF THE
EFFECTIVENESS OF THE VUK’UPHILE
CONTRACTOR DEVELOPMENT PROGRAMME
Prepared by: Econologics Africa
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Contents
• Purpose of the research project
• Evaluation scope and objectives
• Evaluation approach and
methodology
• Research findings
• Work in progress
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Purpose of the research project
• To determine the impact of the Vuk’uphile
Learnership Programme as a whole on
learner contractors and learner
supervisors.
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Evaluation scope and objectives
• The study was undertaken to specifically determine and assess the following:
– Whether mentorship had positive impact on learner contractors and learner supervisors;
– Whether learner contractors and learner supervisors obtained support and knowledge from the Programme that would enable them to compete on their exit the Programme
– Whether training received succeeded in building capacity amongst emerging contractors to be able to tender and execute the increasing amount of labour intensive work under the auspices of the EPWP;
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Cont..
– Whether the mentorship and training
programme benefits outweigh costs of the
Programme;
– Whether the current set up of role players is
able to achieve expected positive impact.
– to benchmark against other models (namely
Eskom and KZN Department of Roads and
Transport) and recommend future
improvements in Vukuphile Programme.
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Evaluation approach and methodology
• Review of EPWP and Vuk’uphile Contractor
Development documents:
• identification of the relevant stakeholders
• formulated as part of various sets of
questionnaire
• Stratified sampling
• Sample size – 50%
• Achieved sample size – 26%
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Cont..
Data collection challenges:
• Learners had long exited the Programme and
most of the learners contracting companies are
no longer operational.
• Cell phone numbers for learners were no longer
on the cell phone provider network.
• Some learners would confirm their availability
and cancel on the day of the interview.
– Projects linked to the interviews.
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Limitations of the study
• Self-selected respondents
• Contractors proportionally are over
represented
• Stratifying by province and public body
also fell away due to this self-selection
process.
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Data Analysis
• Learners
– Both Qualitative and Quantitative
– Dataset was exported to PASW Statistics.
– Data was analysed using descriptive statistics.
– Thematic approach to analyse qualitative data
• Key stakeholders
– Qualitative data
– Thematic approach to analyse the data.
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Research findings
• Motivation for Enrolling in Vuk’uphile
Learnership Programme.
• Company Business Partners.
• Vuk’uphile Learnership Experience.
• Post Vuk’uphile Learnership Programme
Experience (Outcome).
• Vuk’uphile Learnership Programme Impact
on Exited Learners.
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Motivation for Enrolling in
Vuk’uphile Learnership Programme
0.0%
0.0%
8.8%
17.7%
11.5%
45.1%
47.8%
38.9%
53.1%
69.0%
1.7%
5.0%
5.0%
25.2%
40.3%
16.8%
16.8%
58.8%
46.2%
74.8%
0.9%
2.5%
6.9%
21.5%
25.9%
31.0%
32.3%
48.9%
49.7%
71.9%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Other
Earn Stipend
To gain access to funding
Access to free study
Employment gain
To tender for govt or private…
To grow own business
Formal qualification gain
Start own contractor business
Skills improvement
Main reasons for Enrolling in VLP
Total
Supervisor
Contractor
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Company Business Partners
Gender Contractor Supervisor Total
Male 73% 69% 71%
Female 27% 31% 29%
Total 100% 100% 100%
Contractor Supervisor Total
Yes 48% 19% 35%
No 52% 81% 65%
0%10%20%30%40%50%60%70%80%90%
Ran own business before - Respondent
Population Group Contractor Supervisor Total
African 93% 92% 92%
Coloured 7% 7% 7%
Indian 1% 1% 1%
Total 100% 100% 100%
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Vuk’uphile Learnership Experience
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Usefulness of Training
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Challenges raised pertaining to
training • Training was far and there was no stipend offered (7.1%)
• Absenteeism of facilitators (3%)
• Many modules with limited time for exercises (3.1%)
• Training conducted for the entire year without practicals (1.8%)
• Interpretation of drawings and cash flow /working out rates (2%)
• Language of teaching was a problem as well as trainer’s attitude (2.4%)
• Not enough equipment for facilitators and did not access computers (6.3%)
• Changed facilitators during training and no related training (5.5%)
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No. of Projects completed
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Challenges
• Some learners voluntarily left the programme due to very long delays between the allocations of projects.
• Negative impact on the learners financially.
• Allocation of projects in the same sector.
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Financial Support – Loan from ABSA
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Challenges
• Main reason for unsuccessful loan
application:
– No appointment letter from the public body.
• The interest rates were unfavourable.
• The loan was practically in a form of a
once off overdraft .
• There was a long period between the
application and the granting of the loan
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Mentorship Service
• Positive Ratings for mentors:
– Mentors always were accessible
– Mentors taught them importance of effective
project planning
– Mentors it is possible to achieve profit is
project is costed properly and planned
– Mentors introduced the company to
bookkeeping and assisted in tendering
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Cont..
• Negative rating for mentors:
– Supervisors did not receive mentoring on financial management.
– Mentors hardly came to the site and made us sign that they attended while they didn’t.
– Mentors did not show them how to fill in tender documents.
– Mentors made finance decisions done on their behalf and they were made to sign blank cheques.
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Cont..
• Meetings with mentors
Meetings Contractor Supervisor Total
Had enough 47% 37% 42%
Too few 49% 59% 54%
Too many 5% 4% 4%
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Post Learnership (Outcome)
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Cont..
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Cont…
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Mentorship Service
Challenges experienced by Mentors:
• Some leaners absconding.
• Some leaners lacking commitment, aptitude and integrity and thus some state that this makes selection process questionable.
• Some contractors abusing financial resources and thus incurring losses.
• Being refused to be part of classroom where training was conducted.
• Having to deal with tensions between contractors and supervisors.
• Some younger learners were not willing to listen and ended up borrowing too much money to implement the projects.
• In some instances mentoring sessions were spent listening to contractors complaining about poor treatment by public bodies and their engineers.
• EPWP not well communicated to public bodies. E.g. performance guarantees by client, when it is not a requirement for VLP
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Work in Progress
• Cost Benefit Analysis
• Bench-marking.
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Questions