Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.

1. PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 1
I want it all - gimme the B-BBEE Scorecard training points
CHARLES DEY, THOLSIA NAIDOO, DAVE WALLS
Introduction
Purpose
This paper is a high level discussion on the training landscape in South Africa and the legislation that
is driving skills development decision making.
Content
 The National Development Plan
 National Skills Accord
 Understanding Learnerships
 Harvesting our youthful demographic dividend
 Revised B-BBEE Codes and their impact on Skills Development
 Revised B-BBEE Generic Scorecard – Skills Development Pillar
 Pillar Discounting
 Skills Development Strategies
 Skills Development Tactics
The National Development Plan
“A strong educational system spanning early childhood development, primary, secondary, tertiary
and further education is crucial for addressing poverty and inequality.”
Post school sector needs to meet a wide range of education and training needs of people over 18.
Must play a significant role in producing the skills and knowledge needed to drive South Africa’s
economic and social development. An inclusive system is required to provide opportunities for social
mobility while strengthening equity, social justice and democracy.
Proposed plans and strategies:

2. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 2
 Research on critical issues affecting long-term development.
 Expanding higher education sector- can contribute to rising incomes, higher productivity and
the shift to a more knowledge-intensive economy.
 Universities - centres of excellence at the cutting edge of technology.
 Higher Education institutions - improve the link between innovation and business
requirements.
Goals:
 Further & higher education and training that enables people to fulfil their potential
 Simultaneous focus on Research and Development and on the calibre of teaching to improve
quality of higher education
 Long-term perspective on developing the skills needed to solve the technical and managerial
skills shortage in government through career path planning, mentoring and closer
partnerships with universities and schools of management
 Increase enrolment at universities by at least 70% by 2030, to about 1.62 million from 950
000 in 2010
 Increase number of students eligible to study towards maths and science based degrees to
450 000 by 2030
 Increase number of PhD qualified staff in the HE sector from the current 34% to over 75% by
2030
 Produce more than 100 doctoral graduates per million by 2030
 Support the development of university programmes focusing on college lecturers: fund
research on the vocational education sector
 Implement a programme to develop the next generation of South African HE academics
 Expand the infrastructure to allow universities to reach more learners via distance education
 Provide more support for universities to help students from disadvantaged backgrounds.
(National Planning Commission, 2011)

3. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 3
The NDP aims to create 11 million jobs in the next 20 years, which mirrors the employment goals
and targets of the New Growth Path and the Education and Training Priorities of the NDP.
National Skills Accord
Signed on 13 July 2011 by the Minister of Higher Education and Training and representatives from
Organised Business, Organised Labour and Communities. Aim of the accord is to form a partnership
with these parties to identify common areas in training and skills development that could be
committed to and implemented in order to achieve the broad goals of the New Grow Path.
State-own enterprises (SOE) committed to achieve certain targets in areas where there was shortage
of skills, i.e. artisans. Also encourages employers to increase their training expenditure to between
3% and 5% of payroll to allow for the creation of skills pools in South Africa.
Parties have identified eight key areas of commitments:
 Expand the level of training using existing facilities more fully
 Make internship and placement opportunities available within workplaces
 Set guidelines of ratios of trainees: artisans as well as across the technical vocations, in order
to improve the level of training
 Improve the funding of training and the use of funds available for training and incentives on
companies to train
 Set annual targets for training in state-owned enterprises
 Improve SETA governance and financial management as well as stakeholder involvement
 Align training to the new growth path and improve Sector Skills plans
 Improve the role and performance of FET Colleges
Understanding Learnerships
Learnership – A contract between a learner, employer and a training provider for a specified period
leading to acquisition of National Qualifications and/or credits towards National Qualifications
Learnerships are central to this integrated skills development system.

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PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 4
Learnership qualifications go beyond those traditionally offered through formal education or work-
related training systems in a number of ways.
Significantly -
 They include a wide range of clusters of learning, which, are intended to provide portability
and potential employability
 They are also available to a wider range of learners than previously addressed, including the
employed, or unemployed. In addition, access is not determined by prior education or
training, and entry is available at a wide range of levels, depending on each learner’s
competence
A learnership is composed of both structured learning and structured work experience, which are
designed to complement each other in an integrated structure. It is critical that theory and practice
are combined – so that there are practical applications within the structured learning, and
theoretical reflections within work experience: each must take place within the other.
Harvesting our youthful demographic dividend
Senior South African economist, Cees Bruggemans poses provocative questions in his article “SA
Radical Prospects: Limitations & Opportunities”:
“It can be said, in all earnestness, that the modern South African economy has never been given a
fair chance to show what it is truly capable of, in both the productive and the distributive sense.
Should we in the future make our own luck through foreign trade by participating more aggressively
in global value chains? Should we in the future be focusing mainly on ‘beneficiating’ our human
capital and through it seek richer and more widespread human development? The central theme of
South Africa’s development would then become the harvesting of our youthful demographic
dividend, so far left completely dormant.”
The answers to these questions bring exciting opportunities to business. Since South Africa’s logistics
costs hover at around 12 - 13% of its GDP, these issues are of significant importance to any logistics

5. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 5
and transport organisation. Add to this the fact that, of the 21 million young people (under 35 years)
in South Africa, 18.3 million of them are without jobs*.
Both the sticks and the carrots exist to reduce the high proportion of logistics costs and youth
unemployment, given that these result from the same cause – lack of skills.
As of 1 May 2015, companies need to DOUBLE their spend on training from 3 to 6% of payroll in
order to meet the required 8 out of 118 points on the revised B-BBEE scorecard. This can be most
cost effectively achieved by uplifting the skills of those same unemployed youth and, by spending
the same Rands on the right people in the right programmes, 25 B-BBEE scorecard points can be
achieved.**
There have never been more learnerships in the field of logistics and transport than those which
have been registered to date: it is the sponsorship of young AICs (Africans, Indians and Coloureds -
especially women and handicapped individuals) on learnerships which earn the highest B-BBBEE
scorecard points.
It is also learnerships which attract the highest levels of both SETA funding and tax incentives. In
effect they are cost neutral, thus releasing funding to upskill existing staff who may not necessarily
be AICs.
“It’s all very well implementing learnerships by bringing in unemployed youth” you say, “but how
does this benefit my business?”
From the 2014 Barloworld Logistics supplychainforesight report, “Respondents ranked the lack of
relevant skills and talent as their number one strategic business constraint.” This is emphasised
throughout this and similar reports. Other studies have proved that 85% of learnerships graduates
are retained in the businesses. Conclusion? Learnerships provide businesses with the scarce and
critical skills needed for sustainability.
Exciting times ahead!
* “Youth in a state of emergency” Andile Lungisa, former ANC Youth League deputy president,
Sunday Independent June 15 2014
** Government gazette 36928 dated 11th October 2013
Revised B-BBEE Codes and their impact on Skills Development
For maximum transformation points, the training expenditure target in the Revised Broad-Based
Black Economic Empowerment (B-BBEE) Generic scorecard is 6% of the leviable amount based on
the company’s payroll. This is a 100% increase on the previous Generic target of 3%.
It is possible to obtain up to 25 points within the Skills Development pillar of the Generic scorecard.
Revised B-BBEE Generic Scorecard – Skills Development Pillar
Indicator Weighting Target
Skills Development Expenditure on
learning programmes specified in the
learning programme matrix for black
employees as a percentage of leviable
amount
8 6%

6. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 6
Black disabled employees 4 0.30%
Number of black people participating in a
learnership, internship or apprenticeship
as a percentage of all employees
4 2.5%
Number of unemployed black people
participating in training specified in the
learning programmes matrix as a
percentage of number of employees
4 2.5%
BONUS POINTS:
Number of black people absorbed by the
Measured Entity and Industry at the end
of the learnership programme
5 100%
Pillar Discounting
Although there are five categories in the Revised B-BBEE Codes, there are three priority elements
within the codes and the skills development pillar is one of them. If therefore the sub-minima target
is not met, then the business entity will automatically fall by one Contributor status level, irrelevant
of what is achieved in the other parts of the scorecard.
The sub-minima is based on 40% of the total points (excluding Bonuses) and so the business entity
will need to make at least 20 x 40% = 8 points in the skills development pillar to avoid being
discounted a level.
Skills Development Options
If the impact of not meeting the sub-minima is an issue for the business entity, then it needs to
identify a strategy that will ensure that this threshold is achieved this year and every year.
The menu of learning interventions is broadly broken into two major categories, accredited training
and non-accredited training. The maximum threshold for Non-Accredited Internal training is 15% of
the total training expenditure. The balance of the training expenditure must be provided by
Accredited Providers offering accredited training programmes.
The bouquet of training can be categorised as follows:
 International Qualifications (SAQA Aligned)
 Local RSA Qualifications (CHE or SAQA Accredited)
 Apprenticeships
 Learnerships / Skills Programmes
 Work Integrated Learning (WIL)
 Internships
 Work Experience
 Graduate Work Experience
 Regulated / Mandatory
Skills Development Strategies
 Spend the necessary minimum training expenditure amount and meet the sub-minima
threshold

7. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 7
 Spend the necessary amount to obtain all the Skills Development points in order to get the
highest contributor status possible
 Focus the training only on what gets funded from the SETA’s so as alleviate the amount
actually spent
 Spend the relevant amount in order to retain the B-BBEE contributor status level required by
the business. (this is a moving target as it is only one of the five elements that makes up this
status)
 Spend the entire accredited training budget on Learnerships as this ticks the most boxes
 Spend the entire accredited training budget on Tertiary institutions
 Find a balanced accredited training budget between Learnerships and Tertiary Institutions
Conclusion
The above information is intended to encourage conversation regarding options and opportunity in
the South African training landscape where it interfaces with the workplace.
It is by no means exhaustive but it is hoped that it will provide decision makers with some basic tools
with which to shape the training and development strategies.

8. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 8
SPEAKER PROFILES
An education, training and development practitioner who pioneered e-
Learning in the international logistics space, Charles Dey is widely known as a
controversial and amusing trainer and public speaker.
He led the teams who were responsible for building and subsequently revising
the qualification structure of South Africa’s forwarding and clearing industry.
He facilitated the validation of these qualifications for the award of the
international qualification, the FIATA Diploma in International Freight
Forwarding.
Charles applies his qualifications, experience and deep passion to designing
accredited human capital development solutions in supply chain management in general and
international logistics in particular.
Contact details
Email address charlesdey@gmail.com
Website http://www.bpl.za.com/asp/index.asp
Telephone +27115706701
Tholsia Naidoo harnesses her academic achievements in strategic
involvement in private training initiatives throughout South Africa. She is a
leading figure on a number of education, training and development bodies.
Since 2001 Tholsia and her husband Mike have been building a formidable
academic and vocational training facility, the Institute for Quality (IQ), which
holds accreditation from ten Sector Education Training Authorities, the
Council for Higher Education and Umalusi. IQ is responsible for the provision
of 52 different Learnerships.
She is passionate about her community and has been recognised for her work
in a crisis centre for abused woman and children.
Contact details
Email address tholsia@iqetd.co.za
Website http://www.iqetd.co.za/web/
Telephone +27114720918

9. I WANT IT ALL - GIMME THE B-BBEE SCORECARD TRAINING POINTS
PAPER PRESENTED AT SAPICS 37TH ANNUAL CONFERENCE AND EXHIBITION 31 MAY – 2 JUNE 2015, SUN CITY, SOUTH AFRICA
© SAPICS 2015, www.sapics.org.za ISBN 978-0-620-64684-0 PAGE 9
Dave Walls joined the International Logistics industry in 1983 and has worked
with some of the majors in this environment where he was an influence in
both the Learning & Development department running extensive Learnerships
within the business and also participating on the Transformation committee
to help manage the B-BBEE Scorecard. He currently sits on the Transport
Sector Training Authority (TETA) Chamber Committee representing industry
and has played an active role in the industry as a key player for the South
African Association of Freight Forwarders (SAAFF). He is not a stranger to the
SAPICS conference and was a co-presenter in 2014.
Contact details
Email address davewalls@iqetd.co.za
Website http://www.iqetd.co.za/web/
Telephone +27118947324