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THE EOH WORK READINESS INITIATIVE


INTERIM NARRATIVE REPORT
FOR THE PERIOD 1 MARCH 2014 - 29 AUGUST 2014

www.eoh.co.za

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

EXECUTIVE SUMMARY
EOH is a South African learning solutions provider with specialist skills in
linking educational outcomes to labour market requirements, which is also a key
strategic priority of the South African government. Awareness of the link between
employability, economic growth and poverty reduction has become increasingly
explicit in government policy since 1994. EOH is leading an employer driven
campaign in South Africa to create work opportunities for disadvantaged youth the EOH Youth Job Creation Initiative.
The Rockefeller Foundation is a US based non-profit organisation that seeks to
promote the well-being of people throughout the world. Digital Jobs Africa is one
of several of their programmes aiming to build resilience and promote growth
with equity. A key feature of the programme is linking learners to employment
opportunities in information and communications technology (ICT).
Due to EOHs capabilities in both skills development, youth empowerment and
ICT services, Rockefeller Foundation engaged them in a 12 month project in
support of Digital Jobs Africa, to achieve the following objective:

To train, mentor and place 1,750 disadvantaged youth in permanent jobs


and to develop a web-based workforce readiness training programme to
scale up its Youth Job Creation Initiative

This project commenced on 1 March 2014 and will conclude on 30 April 2015.
The Foundation requires interim narrative and financial reports by September
2014. The primary purpose of these reports is to enable the early identification
of problems so that corrective action can be taken. What follows is the interim
narrative report detailing progress to date against the objectives.
EOH is currently on track to achieving all of the deliverables agreed to in its
Service Level Agreement as will be communicated in this report.
However since the project is only half-way through implementation, it is too early
to report on substantial impact. The report will therefore focus on achievements
to date such as the design, content and methodology of the work readiness
programme, the identification and selection of learning sites and learners,
and progress to date as far as that can be measured, both quantitatively and
qualitatively. The second half of the report offers interviews with a sample of the
beneficiaries of the work readiness initiative to provide a window into the lifestories and implementation context, and potential impact of the programme.

ExEcutivE Summary

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

EXECUTIVE SUMMARY

BACKGROUND

DEFINITION OF THE PROBLEM AND THE OPPORTUNITY

IDENTIFYING SOLUTIONS

DIGITAL JOBS AFRICA

THE EOH YOUTH JOB CREATION INITIATIVE

THE INITIATIVE

10

11

WHAT ARE THE OBJECTIVES?

11

THE GRANT

11

THE WORK READINESS PROGRAMME & PLATFORM

12

WHAT IS THE IMPLEMENTATION PLAN?

14

HOW ARE YOUTH AND WORKPLACES SELECTED?

14

WHAT WORKPLACES AND LEARNING SITES WERE SELECTED?

15

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

PROGRESS TO DATE

16

OVERVIEW

16

WHAT QUANTITATIVE PROGRESS HAS BEEN MADE?

16

WHAT QUALITATIVE PROGRESS HAS BEEN MADE?

16

WHAT CHALLENGES WERE ENCOUNTERED?

16

WHAT LESSONS WERE LEARNED?

17

HOW HAS THE PROGRAMME CONTRIBUTED TO DIGITAL JOBS AFRICA? 17

INTERVIEWS

19

LEARNERS

19

MANAGERS & MENTORS

34

CONTACTS

37

BIBLIOGRAPHY

37

APPENDICES

38

TABLE OF CONTENTS

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

BACKGROUND
DEFINITION OF THE PROBLEM AND
THE OPPORTUNITY
Global inequality has reached levels which threaten the
stability of current economic and social structures. The
richest 85 people on the planet have as much wealth
as the poorest half of the planet, or 3,500,000,000
people1. With so many people having little to no stake
in the economy, industrial action, crime and terrorism
have become national security priorities that consume
increasingly large portions of government budgets. The
appeal of radical ideologies to people who have nothing
to lose but their chains,2 has given cause to many
leaders, philanthropists, researchers and entrepreneurs
to seek a more effective way to empower marginalised
communities while still preserving individual freedoms
and rights.
The balance between service and selfishness, between
rights and responsibilities, between the gains of
the present versus the cost to the future: these are
fundamental equations in the harmony of life which
humanity is now calculating and recalculating with a
quiet desperation3.
Technological advances in the last 100 years have
presented undreamed of new realms of possibilities for
an improved quality of life, and an end to the drudgery
and hardship of manual labour and repetitive tasks.
Globalisation has erased prejudices, opened minds and
expanded our definition of what it means to be human
while also blurring ethical distinctions and cultural
diversity with an, as yet, uncertain future impact.
A narrow, short-term focus on shareholder returns is
reducing many corporate giants of innovation to riskaverse efficiency hunters, resulting in a shrinking pool
of genuinely creative new products and services, and
allowing CEOs to hide behind cost saving strategies
while showing what looks like shareholder gains4.
An ever shrinking horizon of anticipated shareholder
return is driving an equally shrinking horizon of shortterm planning in businesses, passed on to employees
in the form of greater demands for productivity and
performance and impacting their families in the form of
stress and chronic health degeneration5.

youth in developing countries, with work opportunities


in the ICT6 sector, through a new approach to Business
Process Outsourcing.
In South Africa, EOH has sought to combine the
need for scarce skills in businesses with the national
governments youth job creation drive, to help employers
and young people enter into working and learning
relationships that benefit them both. This happens under
the banner of the EOH Youth Job Creation Initiative,
which has a target of directly and indirectly supporting
the employment of 28,000 youth by 2016.

IDENTIFYING SOLUTIONS
The challenges outlined above are also being tackled by
a wide range of stakeholders across the public-private
spectrum, and across the profit-non-profit spectrum.
Few solutions however have a systemic approach which
seeks to identify solutions in a holistic context, and
address them from a wide range of angles, or across an
entire economic value-chain. Where such solutions do
exist, as for example in certain high level government
strategies, they seldom have the effectiveness to rally
the combined effort of the wide range of role-players
required to effect systemic change, especially over the
relatively short time-span of an elected government
administration.
Organisations like EOH and the Rockefeller Foundation
aim to use partnerships and networks as well as
sustainable business practices to leverage a form of
investment in their projects which have the potential to
be self-sustaining once a critical threshold is reached.
The solutions they have identified have the potential to
be upscaled across entire economic sectors and value
chains and attain a level of impact which most statefunded interventions have only dreamed of.
In South Africa, the relatively advanced nature of socially
responsible business incentivised by the state7 has the
potential to facilitate even more rapid adoption of these
solutions, making the EOH-Rockefeller Foundation
partnership particularly impactful, and providing a
relatively quick proof of practice which can help speed
up adoption in other countries that do not have similar
incentives.

In the USA, the Rockefeller Foundation has applied itself


to these challenges in order to find and support solutions
that promote resilience and inclusive growth. One of
these solutions is the Digital Jobs for Africa programme
which seeks to link high potential but disadvantaged

1 Oxfam Media Briefing 18 January 2013


2 Marx, K. & Engels, F. The Communist Manifesto (1848)
3 thoreau, H.D. Walden, and On The Duty Of Civil Disobedience (1854)
4 See for instance Steve Dennings article, Why Financialisation has Run Amok
in Forbes (3 June 2014)
5 See for example Harvard Business Reviews Focusing Capital on the Long
Term by Dominic Barton and Mark Wiseman

6 ICT = information and communications technology


7 As seen for example in the Broad-based Black Economic Empowerment
Codes of Good Practice of the Department of Trade & Industry and the states
preferential procurement policy

INTERIM NARRATIVE REPORT FROM EOH

DIGITAL JOBS AFRICA8


FAST FACTS

Initiated by
The Rockefeller Foundation

WHAT ARE DIGITAL JOBS?


Digital jobs use technology to produce information
Digital jobs are a specific set of occupations which:

produce information, rather than physical


objects or physical services

High potential, disadvantaged youth across six


African countries

use tools such as computers, smart phones,


tablets, networks and the internet

Their families and communities

benefit from the levelling effect of technology


and the internet to be able to be offered to a
global customer base at low cost across great
distances and from remote or rural locations

exist in almost every sector of the economy, and


are often at the cutting edge of development in
those sectors

are in demand in the formal employment sector,


and therefore provide higher than average
wages and better long-term job stability

develop transferable skills sets in both technical


(end-user computing, internet literacy, database
operation) and non-technical (problem solving,
customer service, reporting) areas. These skills
sets:

Beneficiaries

Employers and the wider enabling environment


linked to these youth

Time-span
7 years
Announced May 2013

Budget
Almost US$100 million

Scale of impact:
1,000,000 people

Nature of impact:
Generate social and economic benefits for
youth, their families, and their communities
Increase demand for African youth in the
workforce

Link to business process outsourcing:


Built on a more responsible and sustainable
approach to business process outsourcing
(impact sourcing)

AUGUST 2014

Three outcomes:
Connecting high potential, disadvantaged
youth to employment opportunities in the
digital economy
Encouraging and enabling employers to
incorporate inclusive business practices into
their business models beyond corporate social
responsibility
Scaling the environment for digital jobs and
making it a self-sustainable by co-ordinating
government and business efforts

have come to underpin almost all modern


occupations, and therefore assist work seekers
in horizontal and vertical career progression
are equally valuable at the level of an
entrepreneur, micro-business, or a large
enterprise

WHY ARE DIGITAL JOBS RELEVANT TO AFRICA?


Digital jobs can catalyse economic growth9 and
empower disadvantaged individuals, their families and
their communities.
No where in the world is this a more serious priority
than in Africa, where 80% of the population lives below
the poverty line, and half of the population are younger
than twenty, making it the worlds youngest continental
population. Most of these youth are unemployed,
although the level of employment varies considerably by
country.
While many factors inhibit Africas potential for success,
it has an advantage in certain ICT indicators which make
digital jobs a potentially favourable area for growing
secure livelihoods.
For example, Africa is investing in ICT technology,
especially in the area of broadband connectivity and
mobile technology. It is now connected by eight undersea
fibre optic cables to the global internet backbone, at a

8 A summary of the Digital Jobs Africa initiative follows, for a detailed background see Harji, K. and Best , H. Digital Jobs: Building Skills for the Future
(2013)

9 Various research including for example the University of Leuven discussion


paper, High Technology Employment in the European Union (2013). High
technology occupations in this report include technicians (not just engineers).

BACKGROUnD

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

cost of just under US$4 trillion10. It is the worlds fastest


growing mobile phone market, and more than half of its
1.1 billion population are mobile subscribers, compared to
just 16 million in the year 2000. Mobile data consumption
is on par with that of most developed markets11.
Digital jobs depend on ICT infrastructure, which is why
Africa is uniquely positioned to create employment for
digital workers and these jobs could be a lifeline to the
continents unemployed youth.

CAN DIGITAL JOBS EMPOWER AFRICAN YOUTH?


The World Economic Forum estimates that around 150
million new jobs could be created in ICT for Africans
by 2020. However current research shows that youth
receive only around 22% of new jobs created in Africa12,
despite making up 60% of its unemployed13. Employment
creation on a large scale will not therefore, in itself,
empower disadvantaged youth unless factors hindering
their employment are explicitly addressed in youth
empowerment initiatives.
The barrier to employment faced by youth around the
world is that they lack work experience The risk and
cost to employers in hiring them will therefore always
be greater than that of hiring similarly skilled but already
experienced employees. As long as companies view
induction, training and development as non-core
business, on-boarding youth will always be seen as a
cost to be minimised rather than an investment in the
human capability of the organisation14.
Inexperienced youth globally therefore find themselves
in a catch 22 situation where they cannot get access
to the employment that would give them the experience
they need to get access to employment.
In Africa, disadvantaged youth face additional barriers to
entering the increasingly globalised workforce including
social and political instability, distance from resources,
poverty, language barriers, culture differences, and
gender discrimination..
Helping youth access the digital jobs market would
therefore require preparatory skills development to
provide functional and behavioural skills not typically
provided by the public schooling system (generally
referred to as work readiness programmes). It would
also require opportunities for real work experience
linked to formal theoretical education for entry-level IT
occupations (referred to in South Africa under various
names including workplace learning, work integrated
learning, on-the-job-training, and learnerships).

GROWING DEMAND TO MATCH SUPPLY


The relationship between increased work experience and
improved employability was implicit in training models
such as those developed by the artisans and masons
in Europe during the Middle Ages, but was increasingly
obscured with the advent of the industrial age and mass
produced education.
Parents, mentors, tutors and master craftsmen were
absorbed into the formal, industrialised workforce, and
the preparation of youth for employment was shifted
to educational institutions, which imitated aspects of
Henry Fords successful assembly line model. The first
Human Resource Development practitioners (trainers)
emerged at this time to make up for what was to become
an increasingly obvious gap between the supply of
learners from the educational system and the demand for
competent employees in the labour market.
As the nature of work has become more and more
complex, with occupational specialisations becoming
the norm, the lack of work experience in the schooling
system has become more of a disadvantage for the
youth it aims to serve.
Now as the Rockefeller Foundation and EOH seek
solutions to youth employability which go beyond
improving the supply side of the labour force equation,
they are seeing the importance of engaging the
demand side of the learning equation (the employment
environment)15.
For EOH this involves reducing the risk and cost to South
African employers of hiring and training high potential but
disadvantaged youth.
For Rockefeller Foundation it means partnering with
organisations such as EOH as they open workplaces up
for youth, while simultaneously using inclusive business
practices, such as impact sourcing, to increase the pool
of available employment opportunities for youth. This is
an important step in addressing the problem of youth
unemployment because currently only around 40,000
new digital jobs per year are created in the six countries
where Digital Jobs Africa is being implemented. This
despite the fact that all six countries have big digital work
opportunities, as reported in the Dalberg study, Digital
Jobs in Africa.

10 https://manypossibilities.net/african-undersea-cables/ last accessed 20 August 2014


11 Harji, K. & Best, H. Digital Jobs: Building Skills for the Future (2013): 3.
12 ibid., p. 2.
13 ibid., p. 2.
14 This is why the role of intermediary human capital BPO firms is so important
in youth empowerment. EOH is approximately one third a human capital BPO,
and two thirds an ICT services company, which makes it an ideal champion for
youth empowerment.

15 Supply and demand dynamics are a helpful way of understanding the labour
market. Supply in this case is typical some kind of education or training institution and demand is an employer.

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

WHY IMPACT SOURCING?

WHERE DOES SOUTH AFRICA FIT INTO THIS?

One of the recent trends in business efficiency is


Business Process Outsourcing (BPO) which involves the
identification of specific parts of a business value chain
for relocation to an economy which is able to deliver the
required products and services at a more efficient cost
than the original centre of operations.

In South Africa the outlook for youth employment is


even worse than the African average, despite the more
advanced nature of the countrys economy and political
system.

Pursued blindly, BPO can negatively impact the


community which loses the economic activity, damage
the organisations brand and cannibalise the long-term
prospects of the business, while buying a short-term
saving in costs. BPO has become a political issue in
many countries where it has been practised and caused
a reassessment of how it can be more thoughtfully
applied.
One of the new approaches to BPO has been termed
Impact Sourcing.
Impact sourcing differs from BPO in that high potential
but disadvantaged youth are the primary source of
employees for the newly created work opportunities.
For many of the youth working in impact sourcing, this
will be their first work experience. The experience they
receive, as well as training in work readiness and digital
skills, will significantly ease their access to future work
opportunities and therefore improve their resilience
whether or not they progress further in the impact
sourcing sector. Their families and communities will
benefit from having a wage-earner in the formal economy
with its higher and more consistent salaries.
EOHs business is human capital outsourcing services
and ICT services. It has been practicing its own form
of impact sourcing for several years within the South
African context16, and in so doing has developed a strong
business case for its clients by aligning its work closely
to the South African governments system of socially
responsible business incentives. This enables it to offer
BPO services aligned to the internal HRD17 strategies
of its clients and also subsidised by tax incentives and
grants. It therefore helps employers overcome the risk
and cost hurdles typical of impact sourcing initiatives
and is able to do so at scale due to its client base of over
2,000 organisations.

At an unbelievable high of 48% in 2009, the youth


unemployment situation has somehow worsened to 52%
in 201218, giving South Africa the unenviable title of third
highest youth unemployment in the world, after Greece
and Spain. This figure is also well above the average of
12,5% for the sub-Saharan Africa region.
Youth have been key in civil disturbances and local
municipality protests throughout the country for several
years, and have politically even secured a voice in their
own political party19. Awareness of the importance
of youth unemployment has percolated down from
government in the form of a Youth Employment Accord
(April 2013) and a Youth Employment Tax Incentive,
only recently in effect, which provides tax deductions for
employers of young people.
At the same time as being under significant pressure
to find solutions to youth unemployment, South Africa
was ranked third out of twenty high potential countries,
for impact sourcing suitability20. It also has the largest
services sector on the continent, and is already
successful and attractive as a BPO destination. It has an
array of government incentives for youth employment,
skills development, enterprise development, preferential
procurement and employment equity. A well developed
network of employers, service providers and community
based organisations also exists in the country with
years of experience in different approaches to socially
responsible business practices. As the maturest economy
in Africa, it also has the potential to upscale Digital Jobs
Africa rapidly, and with many South African businesses
expanding into Africa, any successes achieved locally
would hopefully migrate north.

The national Department of Public Works, a host employer for the


EOH Work Readiness Programme

16 The EOH Youth Job Creation Initiative targets to employ 28,000 youth by
2016 and was initiated in 2012, and based on even earlier efforts to apply socially responsible business principles in the South African context.
17 Human Resource Development

18 http://data.worldbank.org/indicator/SL.UEM.1524.ZS
19 The Economic Empowerment Front (EFF)
20 Kennedy, R., Sheth, S., London, T., Jhaveri, E., Kilibarda, L. Impact Sourcing
- Assessing the Opportunity for Building a Thriving Industry (2013)

BACKGROUnD

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

THE EOH YOUTH JOB CREATION INITIATIVE


Aspects of the EOH Youth Job Creation Initiative have been mentioned in the preceding section on Digital Jobs Africa, to
illustrate the synergies between the two approaches to youth unemployment.
In addition, the following facts are important in understanding the context for the EOH Work Readiness Initiative described in
the rest of this document:

FAST FACTS

Initiated by
EOH

Beneficiaries
Disadvantaged South African youth

Time-span
4 years
Announced July 2012

Scale of impact:
28,000 disadvantaged youth across South Africa

Nature of impact:
Provide work experience opportunities coupled with formal education and training resulting in nationally recognised
qualifications and employment

Educational components
primarily learnership programmes with vendor certified add-ons such as the A+, N+, Oracle, Microsoft or other
certification
a work readiness component is included in all YJCI programmes, but its duration varies according to the availability
of funding

Learnership programmes are:


one year or longer in duration
on-the-job learning culminating in government accredited qualifications
a placement rate of 70% in learnerships is a minimum requirement of most funding partners in South Africa; EOH
aims for an 80% placement rate
externally quality assured and certificated by government education authorities (SETAs)
able to qualify employers for tax incentives and points on the socially responsible business scorecard (used in
awarding government and other procurement)

Link to business process outsourcing:


EOH is itself a BPO firm and has built a business case to encourage other employers to use this model in
alignment with the South African governments youth empowerment strategies

NOTES TO THE PRECEDING TABLE

10

1.

Work readiness is commonly accepted as an important component of all workplace learning initiatives for youth in
South Africa, yet funding constraints result in probably less than half of such initiatives including anything more than a
rudimentary effort at work readiness

2.

Placement rate refers to post learnership employment, self-employment or further study

3.

The socially responsible business scorecard refers to the Broad-based Black Economic Empowerment scorecard of
the Department of Trade & Industry

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

LINK TO THE EOH WORK READINESS INITIATIVE

THE INITIATIVE

When EOH first approached the Rockefeller Foundation


to discuss a partnership in South Africa, the basis for
working together was the EOH Youth Job Creation
Initiative, in so far as it supported the objectives of Digital
Jobs Africa.

This section of the report describes the EOH Work


Readiness Initiative which was the recipient of a
Rockefeller Foundation grant under its Digital Jobs Africa
initiative.

However the Foundation elected to support a smaller


component of the YJCI, the work readiness component,
in order to be able to measure impact over a shorter
time-period with a view to re-evaluating and possibly
expanding the partnership with EOH after this initial
pilot.

WHAT ARE THE OBJECTIVES?


The initiative aims to (1) train, mentor and place
disadvantaged youth in permanent jobs and (2) develop a
web-based workforce readiness training programme21 to
scale up the EOH Youth Job Creation Initiative.
These two purposes are realised in separate but
related components of the programme: (1) the EOH
Work Readiness Programme, and (2) the EOH Learner
Communication Platform, collectively referred to in this
document as the initiative.

THE GRANT

Grant number
2014 DJA 305

Budget
Up to $1,009,308 funded out of a total budget
of $1,654,358 the balance of $645,050 was
contributed by EOH

Purpose
Toward the cost of training, mentoring and
placing disadvantaged youth in permanent
jobs and developing a web-based workforce
readiness training programme to scale up its
Youth Job Creation Initiative

Duration
12 months from 1 March 2014 to 28 February
2015

For more details please see the Grant


Agreement

21 Also called the virtual learning platform in the Rockefeller Foundation Grant
Agreement

THE InITIATIVE

11

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

THE EOH WORK READINESS PROGRAMME


This programme is known as the World of Work, or WOW for short.
WOW is embedded in larger workplace learning programmes called learnerships that are discussed earlier in this document
under the heading The EOH Youth Job Creation Initiative. This makes it more effective than if it were offered as a standalone programme, as it attracts greater employer engagement and incentives, as well as higher learner motivation and
relevance.

FAST FACTS

Purpose

Facilitating development in the learner of critical skills needed to function productively in the work environment and
add value to the employing business

Duration and format

Five day full-time workshop followed by 7 weeks of work exposure


Impact evaluation in week 8 including mentor and manager appraisals

Target audience

Newly employed staff, interns or learners, especially where this is their first job

Central organising question for learners

Do you know who you are, what your capabilities are, and where and how you fit into the new world of work?

Most important skills identified

The ability to handle change (resilience)


The confidence to present a personal brand professionally

Structure

Learners understand how the human brain thinks and learns, and apply this to understanding their own personal
thinking style, based on a left-brain, right-brain dichotomy
Individual thinking styles are related to specific work related skills encouraging the learner to reflect not only on what
is required of them in the workplace, but also to self-reflect in terms of how their thinking style affects their application
of these work related skills
Personal growth is therefore linked directly to the development and improvement of work related skills
The programme is structured into five modules, which were also identified in the PriceWaterhouseCoopers report
Managing Tomorrows People - the future of work to 2020, as core skills required by new entrants in the workplace
Module 1 - Big Picture Thinking
Module 2 - Interpersonal Awareness
Module 3 - Structured Thinking
Module 4 - Analytical Thinking
Module 5 - Innovation & Creative Thinking

Topics

See Appendix 1 for the full list of topics covered

12

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

THE EOH LEARNER COMMUNICATION PLATFORM


This is a web-based software application, based on the Kentico Content Management System, that allows students to
collaborate in chat rooms with fellow students, other students relevant to their studies or experience, or their mentor and
trainers. They can also access supporting material relevant to their studies including e-learning and search databases of job
opportunities.
The rationale for the development of the tool is the need to upscale the Digital Jobs Africa programme. The platform will
reduce the cost of the work readiness programme by moving some of the learner monitoring and communication tasks
online, therefore reducing the need for on-site visits by implementation staff.
The platform will have the following functionality:

Learner performance and monitoring and record storage and retrieval

Collaboration space for all key role-players including managers, coaches and mentors, assessors, project managers
and learners

Electronic work environment for learning and assessment tool deployment

Smart phone enabled

The platform will consist of the following sections:

Lifelong learning tools


Blogs
Groups (discussion forums)
Chat rooms
Supplementary eLearning modules

Learner support
Training schedules
Course information
Learner progress tracking
Direct access to mentors, assessors, workplace skills coordinator

Work and career support


Learner social media profiles
Links to job opportunities
Industry news

THE InITIATIVE

13

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

WHAT IS THE IMPLEMENTATION PLAN?


Milestone

Recruit 1,000 employees

Conduct work readiness training

Place youth with host employers

Develop the learner communication


platform

Deliverables

Collect knowledge and insights to track


performance and monitor social impact

Recruit 750 employees

Conduct work readiness training

Place youth with host employers

Launch the learner communication


platform

Test the workplace learning standard and


make it available to other private sector
providers and employers in South Africa

A memo detailing the recruitment,


training and placement of
employees

A prototype of the learner


communication platform and the
marketing plan

Interim narrative report that


comprehensively tracks the
performance and impact of the
grant

Interim financial report

A memo detailing the recruitment,


training and placement of
employees

Evidence of the learner


communication platform that can
also be accessed via mobiles

Final narrative report

Final financial report

HOW IS THE PROGRAMME


IMPLEMENTED?

31 July 2014

30 September 2014

31 December 2014

30 April 2015

HOW ARE YOUTH AND


WORKPLACES SOURCED AND
SELECTED?

1.

A social media recruitment campaign has been


implemented to invite candidates to apply for the
programme

2.

Respondents from the recruitment campaign


and candidates from EOHs database of
unemployed youth are selected through
interview and entry tests

3.

Learners participate in the five day work


readiness workshop

4.

A pretest and posttest knowledge evaluation is


conducted with the learners

Learners had to submit (or were supported to create)


a profile or CV. They were then tested for literacy and
numeracy levels. All successful tests applicants were
then interviewed for aptitude and their general approach,
attitude and communication skills.

5.

Learners begin the seven week work


experience component with support from
workplace mentors

The selected final short list of learners was presented


to a panel of host employer managers (representing all
operational areas in which learners would be placed).

6.

A one day impact evaluation in the workplace


takes place

7.

A 360 degree evaluation of the learner takes


place

Learners completing the induction and probationary


period and successfully passing the final assessment,
are provided a Learnership Agreement and Fixed Term
Employment agreement for the period of the learnership
(usually one year)

Since the EOH work readiness programme takes place


within a broader learnership programme, learners
continue at their place of employment until they have
completed their qualification, which is usually a one year
process. At this point should the learner not achieve
employment with their current workplace, EOH will assist
them find employment or offer them the option of joining
new learnership or internship programmes.

14

Due date

A broad source of potential areas and methods


of recruiting learners was undertaken by EOH in
conjunction with the host employer. The criteria applied
took into account the learners personal background,
educational level and aptitude for the learnership and a
career in the field they are applying for.

A one day learner induction workshop takes place for all


successful learners.

INTERIM NARRATIVE REPORT FROM EOH

WHAT WORKPLACES AND


LEARNING SITES WERE
SELECTED?
LEARNING SITES
The five day workshop component of this programme
was delivered in 17 different locations across South
Africa. See Appendix 2 for a breakdown of the learners
by learning groups, showing the number of learners in
each group, the dates their learning occurred on and the
geographical location.

AUGUST 2014

ASSESSMENT
Evaluation of the impact of the workplace readiness
programme is measured through a survey to both
mentor and learner, over the 7 weeks of the measured
workplace experience. An EOH assessor will also
conduct a final evaluation interview with each learner
and mentor in the last week of the programme.
In the next half of the Rockefeller project, assessments
and evaluations will be correlated in order to seek trends
and data that assists in furthering an understanding of
the learners development requirements, host employers
requirements and dynamics in the workplace and the
approach to the workplace readiness programme overall.

Pages from the WOW Learner Guide

WORKPLACES
There are currently 74 employers hosting learners who
have participated directly or indirectly on the programme.
These organisations include large national government
departments, state-owned enterprises, large corporates
and medium-small IT consulting firms, and are available
on request.

PROJECT PLANNING
A Project Implementation Plan (PIMP) is developed
for the implementation of each group of learners. This
plan governs the actions of all parties, including EOH
project management, support, training and assessment
resources, the host or employer, supervisors and
colleagues, and the learner. This ensures the workplace
readiness programme is aligned to the technical training
and workplace experience of the learner and their path
to gaining a qualification and sustainable employment
prospects.

WORKPLACE COORDINATION
All learners are placed in suitable workplaces for the
experiential learning aspects of the programme. In order
to ensure the experience is guided to a constructive
outcome, EOH WPL makes a Workplace Support
Coordinator (WSC) available to the host site and learner.

MENTORSHIP PROGRAMME
Mentorship of learners is an important catalyst to the
learners development. EOH ensures that all host sites
supervisor or management staff have access to training
and ongoing support, in their role of mentor. The training
and support is provided to the workplace coaches in
the beginning of the group project, so as to ensure the
environment is prepared for the learner arrival.

THE InITIATIVE

15

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

PROGRESS TO DATE
OVERVIEW

The final narrative report for this project will be able to


evaluate this impact more accurately. The monitoring
and evaluation consortium appointed by Rockefeller
Foundation has met with the EOH implementation team
to begin discussing how this can be achieved.

The programme is on target with regard to the


deliverables listed in the implementation plan.

WHAT CHALLENGES WERE


ENCOUNTERED?
WHAT QUANTITATIVE PROGRESS
HAS BEEN MADE?

Development of all learning materials and


supplementary content is complete
907 learners have completed the 5 day
component
Of those learners, 364 have also completed the 8
week component

Identification of employment opportunities has


begun
Most of the current learners will only complete
their qualification in November 201422

Development of the learner communication


platform is underway and will be fully developed by
the end of February 2015

WHAT QUALITATIVE PROGRESS


HAS BEEN MADE?
A total of 34 people were selected to be interviewed
for the qualitative aspect of this report. This includes
four managers and two mentors with the balance
being learners who participated on the work readiness
programme (see Interviews section later in this report
for details).
All respondents expressed positive feedback about the
programme.
Learners affirmed the importance of the programme
content in helping them integrate into what was for
many of them, their first work opportunity. The South
African public schooling system offers learners little to
no preparation for the workplace, especially in those
areas which are under-serviced or located in remote rural
areas, which is where many of the learners interviewed
completed their schooling.
Learners affirmed the experiential component of the
larger learnership programme as critical in equipping
them beyond the formal, theoretical book learning
which they received at school and at their colleges.
The learners are all drawn from disadvantaged
backgrounds. Many of them expressed a positive
impact (or a planned positive impact) from their learning
experience on their families and communities.

22 the WOW programme is embedded in a longer learnership programme


which was discussed earlier in this document

16

A common challenge is ensuring that the most suitable


learner is identified and recruited to partake in the
programme. This is managed by ensuring a very
thorough recruitment process which includes testing and
interviews.
Once the learner is selected, it is not always easy to
ensure that the learner is placed within the most suitable
host site. It may be that host sites that are the most
willing are not necessarily the ones that may be the best
fit for a specific learner.
A risk that is ever present and needs to be managed
closely is ensuring that the learner is assigned relevant
tasks in the workplace that are accurately linked to their
qualification. Various reasons for this not happening
may be that the learner may not be taken seriously and
is therefore assigned menial tasks that are not relevant
and that may not necessarily enhance the chances of
the learner coming out of the programme up-skilled in
the best possible manner ensuring that the learner is in
a better position to secure employment than before they
entered the programme.
Once the learner is placed it may be that the mentor
or the manager that is tasked with the responsibility of
mentoring and managing the training of the learner in the
workplace may not fully buy into the learnership process.
Interestingly, one of the issues faced are mentors or
managers feeling threatened by the presence of learners
who are young and although inexperienced, may already
have a higher qualification than the mentor. Mentors
often state that they are too busy with their own tasks to
fully engage with the learner and the process. This also
filters into the next challenge, which is having accurate
documentation completed by the mentor in the workplace
in order to track and measure the progress of the learner
within the specific workplace.
A unique challenge that is faced by the female learners
is pregnancy. This can halt the progress of the learner
within the programme or in some cases, the learner may
cease participation completely.
Some learners struggle with committing to seeing the
programme through to the end. This may be because
the learner finds a position that offers them a little more
money, which they seriously need, and the learner will
then drop out of the programme and lose out on the final
qualification. It is high priority for us to ensure that each
and every learner is retained within the programme.
Managing of resources can be challenging at times
to ensure that the learner and the host site are fully
supported throughout the process. The web-based
communication platform will assist in widening the

INTERIM NARRATIVE REPORT FROM EOH

communication between all the role players and


stakeholders without always requiring the physical
presence of the resources on site.

WHAT LESSONS WERE LEARNED?


One of the most valuable lessons learned is that
communication is key and the importance of even the
simplest interaction may prove to be invaluable. The
high impact of the 5 day facilitation period is the perfect
example of this. Through individual and group activities
we have seen the learners gain new insights and in
some cases realisations. The number of learners who
report a more positive outlook and improved levels of
confidence allows us to gauge that we are indeed on the
right track with what we are aiming to achieve in the five
days. The result is a learner who is switched on and
open to new ideas and ways of doing things, a learner
who feels empowered to take responsibility for their
future and is better equipped to enter the workplace and
more importantly to remain employable after the official
completion of the programme.
Another lesson is that to have the best chance of
success, it is necessary to have frequent communication
with the learner and to assist them at all times to
deal with any issues as they arise. If the learner feels
supported when they feel they need assistance, there is
a higher chance of retaining the learner and of ultimate
success.

HOW HAS THE PROGRAMME


CONTRIBUTED TO DIGITAL JOBS
AFRICA?
The EOH Work Readiness Initiative takes place
within the broader EOH Youth Job Creation Initiative
(YJCI). The overlap in objectives between Digital Jobs
Africa (DJA) and the YJCI has been highlighted in the
Background section of this document. The similarities
between the programmes, as well as EOHs capabilities
in business process outsourcing and IT, make it an ideal
partner to assist in upscaling DJA in South Africa.
As an observation of the interim progress of this initiative
it can be confirmed that the programme is contributing
towards the following objectives of DJA:

AUGUST 2014

OUTCOME PATHWAY 1 - YOUTH,


FAMILY AND COMMUNITY
To date, 907 youth have have completed the five day
programme. Based on the eight learners surveyed in this
report, we can estimate an average of four siblings and
1.3 children per learner. This would give an estimate 5.3
people per learner impacted in each learners immediate
family, excluding parents, or a total of 4,807 people in
total. As the learners experience the consistency of work
over the one year Youth Job Creation Initiative, and
find full-time employment, they will migrate from being
dependant on their family, to not costing their family
much, and finally to being able to contribute to the costs
of their families, and establish their own.

OUTCOME PATHWAY 2 - EMPLOYERS


Feedback from the five employer representatives
surveyed here was significantly positive and possibly
indicates that South Africa has reached a truly enabling
environment for youth employability programmes. A
wider sample of employers would need to be surveyed
for the final report to confirm this.

OUTCOME PATHWAY 3 - SCALING ENVIRONMENT


The scale of the Rockefeller Foundation engagement
with this initiative is not yet at a level which could be
expected to result in a scaled environment with broad
adoption of inclusive business practices such as those
seen here. However should the Foundation be satisfied
with the project which concludes in March 2015, there
are several ingredients present in this initiative which
would facilitate a rapid upscaling of Digital Jobs for
Africa. These factors are discussed in the Background
section of this report.

national Department of Public Works (Pretoria, South Africa)

PROGRESS TO DATE

17

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

LEARNER: DAVID MABASA (29)


18

INTERIM NARRATIVE REPORT FROM EOH

INTERVIEWS

AUGUST 2014

Children

A total of 34 people were interviewed, including three


managers and two mentors. Of these, 14 were selected
to appear in this report. Interviews have been edited
for ease of reading and are available on request as
summary transcripts or audio files.

LEARNERS
DAVID MABASA
David Mabasa was very confident but had walked a
journey to get there. Starting out in a remote village he
chose a different path from his rural entrepreneur parents
and has followed a circuitous route to finally end up in IT
Systems Support. His confidence seems to stem partly
from the orientation the work readiness programme gave
him in dealing with cocky city dwellers, and in organising
his daily tasks.
Full name

David Mabasa

South African Identity


number

8409285759085

Learning group

System Support G1

Gender

Male

Age

29

Occupation

IT Systems Support Technician

Race

African

Born

Limpopo

Siblings

Parents

Both parents alive and working as


entrepreneurs

Children

2 children: 8 years old and 3 years


old

Highest grade at
secondary school

12

Post schooling
qualifications

n3 Electrical Engineering (vocational


college)
a+
n+

Currently studying

Learnership in Systems Support

Employer

EOH MS PS

Self-organisation
I dont find [my job] really challenging because thats
what I love. When I wake up in the morning I draw my
working plan, like today, I know that yesterday I had a call
for a printer for instance, or I had a call for a scanner, so
I know that in the morning, what I do first is to go there
and finish up what I didnt finish up last night, if that is
[the case], but if I dont have [work from yesterday] then I
have to look at my day, and look at the challenges I have
for that specific day.

I was blessed with two kids: Precious (8 years old, girl)


and Musa (3 years old, boy).

First visit to a city and first job


The first job that I worked in here in Pretoria was a
garden service. I had to cut grass, fix flowers, it was
not that easy. I remember that I was getting R86023 per
month [salary]... And then my second job... was an eco
gardens company, I worked for 6 months and then for 7
months I was at home [unemployed], but I was here in
Pretoria, trying to throw [submit] the CVs. The other job
that I got we were doing polystyrene [manufacturing]. It
was a three months contract.

Reflection on the work readiness programme


It definitely did help me to start with [the day], to diarise
my work and to start my day with a positive attitude
whatever I am doing if I see a need [to note something], I
make a note.. Every morning when I go to work I start my
day by diarising my things, like today for instance, if I am
going to install a scanner, I know that I have a scanner in
Thembisa, and after when I am done I know that I have
a new user at Alexandria, so I know how to schedule my
time, by this time I am going to be in Thembisa, and then
I am going to be in Alexandria. Where as before I didnt
do that. If I spent more time [than I should have] I didnt
worry [now] I make sure that the user doesnt have [a
reason] to complain. So if a user calls, I say I am still in
Thembisa, just give me an hour but I will let you know,
I will update you. Its something which I wasnt doing
before, now I am doing it it has helped a lot in my life
and it can still help a lot of people.

Co-operating with people


I know how to co-operate with people the first time I
stepped in to [work], some people were very rude. Even
if you are asking a very simple thing, like Sorry can I ask
about the bathroom?. They just say, The sign is there!
Why should you ask?! Do you understand? Things like
that. So I see that this [programme] was very useful to
me because I know how to talk to people, I know how to
plan my day, now I know how my brain works, because I
remember Ralph was teaching us that some people are
left brain and some people are right brain, so I didnt
know where my brain was [laughing], until I found out that
I am left brain, too much technical mind.

Support from family and then from EOH


My family never gave me negative mind. Even if I didnt
have enough money to attend, this is while we were
stilling going to Sunninghill, they were making sure I had
money to attend classes and to buy books. The good
thing is that EOH were [later] providing everything for us
like transport, books and all those kind of things.

23 About US$80

InTERVIEWS

19

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

On the importance of technology


As we are living today, we are living in a technology
[world on a] daily basis. What we do mostly is
technology. I saw the way people struggled, and the way
I was struggling even if things are difficult there are still
a lot of people outside there that can help them, and a
lot of research they can do that can take them far We
have internet, these days most people have phones that
allow them to do to google research.

DIKELEDI MALOMANE
Dikeledis parents were tough on her, but not as tough
as employers who refused to give an inch on their
requirement for work experience. Fortunately she is a
fighter, and does not give up. After seeking employment
for years she finally got the break she needed and is now
a confident and experienced IT worker.
Full name

Dikeledi Malomane

South African Identity


number

8709240423085

Learning group

System Support G1

Gender

Female

Age

27

Occupation

IT Systems Support Technician

Race

African

Born

Mpumalanga

Siblings

Parents

Lives with both her parents in


Krugersdorp

Children

1 boy (two years old)

Highest grade at secondary


school

Learner: Dikeledi Malomane (27)

Post schooling qualifications

Diploma in Information Technology


(Programming)

Currently studying

Learnership in Systems Support

Employer

EOH MS PS

Upbringing
I grew up in Mpumalanga [with my grandmother]. When
I was 10 years old my mother decided to come and fetch
me [to live in Joburg].
Was it a shock to see the big city?
I was scared. I take time to adjust to change. Moving
from home and coming here I did not understand at all.
And I was young then but I said ok because this is what
my mother wants there is nothing I can do My father
is working at the mines. At least I was living with my
parents.

On the importance of experience


After I completed my diploma it was difficult because
everywhere you go, every company you enter, they
will ask for experience. I remember I was called for
an interview at Bank City in Johannesburg. Oh I was
excited, I was happy, saying, Oh, this is my big chance
now to change my life. Then when I got there they asked
me about experience and I didnt have any experience remember? I was just from school. They asked me about
systems development. They asked me, Do you have any
experience in this field?, and I said, No I dont. The only
time I remembered creating a system was at [college],
but I didnt have any experience in a workplace. Uh it
was a big disappointment for me. So I had to move on.

20

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

LEARNER: DIKELEDI MALOMANE (27)

InTERVIEWS

21

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

LEARNER: MAFETE (MPULE) MAKGALATIBA (24)


22

INTERIM NARRATIVE REPORT FROM EOH

Steps through the desert - volunteering


After that I was just sitting at home [unemployed]. And
then I decided to volunteer at Rietvallei Clinic for youthfriendly services. I was multitasking there and was
nominated as a Project Manager. We did antenatal care,
dealing with youth, encouraging youth, family planning,
abortion advice, safe-sex, etc. For almost a year I was
volunteering.

Steps through the desert - call-centre training


Then after a year I decided to move on. I went to study
for a call-centre [job]. From IT Diploma to a call-centre,
can you imagine? The way I was desperate for a job.
They said, You know what, in call centre[s] there are
lots of opportunities, you can get a job. After I was done
studying [call-centre operations], [it was] the same route,
going back to experience. I didnt have experience in a
call-centre. Even though I also had an IT Diploma, but I
had no experience working in a call-centre so I was back
to square one.

Steps through the desert - Stats SA


Then it was the 2011 [National] Census. I submitted my
CV, they called me to come and write a test and I got a
position as a supervisor at Stats SA. In IT for all those
years there was [no work]. I never give up. I am a fighter.
One thing I told myself: when I give up, who is going to
fight for me?

How having a son changed her focus


Now its even worse because I have a son. I have to
provide for my son. That time was better because I was
alone, whatever I did at the shop was all about me, I
want those shoes, I want that [something]. Now I have a
son to look after, to give him a better future that I never
had, better opportunities that I never had. After the
census my contract [with StatsSA] ended.

Finally she landed an IT job


Still I was submitting my CV. Thats when I heard
about EOH. I went for an interview and then I got this
learnership at EOH. It was a big break for me, I dont
want to lie, it was a big break. Even now, if my contract
ends, at least I have something - experience. After how
long? I graduated in 2009. But right now I am enjoying
this. This is nice. This is a great experience. This is a
big break that I never thought, one day I will have this.
Even now when my contract ends I am not that stressed
because now that I have [experience], I can go to a
company and say, you know what, I can do this and that
for you. I can configure this, I can connect this printer to
that one, I can do anything [relating to] system support at least [now] I am confident.

Its not because we were stupid


Before they would ask you about this kind of a system,
and you dont know anything about it. Thats the reason
we failed in interviews not because we were stupid, its
because of the things they are going to ask you, you

AUGUST 2014

dont know [experientially]. When you have experience


its much simpler because you are confident and you
know that you will install Microsoft and it will work and
you can show the user how to print, everything is easier.
Experience is very important. I dont know how many
interviews I went to but there was no success because I
didnt have experience.

Her father was tough on her, and it helped


Thats why I think I am here, because of him [my father].
The way he pushes me. He says stand up and do it
yourself... My father was a hard worker, he wont feed
you anything [if you are lazy]. He will tell you, My child,
go out there and work. If you dont want a future then just
stay at home and stop wasting my time and my money.
I came and said to him that I am going to do a diploma
in [information] technology. Then he said, You see now,
you are talking. He would tell me, I will give you money
to go and fax and email and do everything, even buy
laptops and modems so that you can apply, but I will
never buy a car for you, I will never buy a house for you.
Go out there and stand up and fight.
And your mother?
Also my mother. The same. They believe that everything
you get in life you have to work for and stand up and
believe in yourself... Now here I am.

How does she see her future?


I want to grow up in this industry of IT. I want to become
a senior IT manager in a big company, or even EOH if
I get an opportunity. I am a self-starter, I dont wait for
somebody to say wake up, go to work.

MAFETE (MPULE) MAKGALATIBA


Mpule managed to complete grade 12 despite being one
of seven children with no parental financial support. Her
older brother and sister pay for their siblings schooling.
Through the learnership she has been able to cover her
own tuition costs and is hoping to be able to help support
the family once she has permanent employment.
Full name

Mafete Makgalatiba

South African Identity number

9001150701083

Learning group

System Support G2

Gender

Female

Age

24

Occupation

IT Systems Support
Technician

Race

African

Born

Limpopo

Siblings

Parents

Mother is housewife
Father is deceased

Children

One three year old son

Highest grade at secondary school

Grade 12

InTERVIEWS

23

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

Post schooling qualifications

n Certificate in Electrical
Engineering (in progress)

Full name

Makgotso Vinolia Leshaba

Currently studying

Learnership in IT Systems
Support (Level 4)

South African Identity number

9306220584082

Learning group

End User G3

Employer

EOH MS PS

Gender

Female

Age

21

Occupation

Hr Data capturer

Race

African

Born

Vanderbijlpark

Siblings

Parents

Mother is single and disabled

Background
I was 18 when I came to Joburg. If you are from a rural
place and you come here you see things are different
from home to Joburg. It was hard for me
Actually when I was doing matric my first option was
dietician. My second choice is IT but because of money
I didnt manage to do IT, thats why I applied for this
learnership. I did the electrical engineering course at
the FET college because it was not that expensive, but
actually I like IT.
I have one child. He is turning three years old in October.
He is staying at Limpopo with my uncles wife because I
was staying with my uncle before I came here.

Reflection on the work readiness programme


I have been working at EOH for three weeks now. We
are busy updating the calls from the [incident centre]
then we call the technician to update them. [The work
readiness programme] helped me a lot because now I
know how to communicate with people, how to respect
others, how to dress when you are going to work
because you cant just dress casual when you are going
to work.

Father is separated
Children

1 daughter, three years old

Highest grade at secondary


school

10

Post schooling qualifications

Education and Development


Level 4

Currently studying

Learnership in End-user
Computing

Employer

EOH Human Resources

Background
I am staying with my mom at the moment. My mom is a
pensioner.
And you are seven siblings! Thats alot? And your dad?
They separated. Hes probably in Limpopo.
Did your mom raise all of you alone?

Without this learnership her family of seven would


struggle to pay school fees
To be honest this learnership helped me a lot. From
my background, since my father passed away there is
no-body who can pay my school fees. Its my brother
who can pay my school fees and at home we are seven
children. So he used to pay my school fees and my
sisters school fees so it is hard for him to pay that. So
this learnership at least it helped me because I can pay
my [tuition]. And hopefully next year I will be taken on
as permanent [staff] and I am willing to do everything.
My brother and big sister and myself are the only ones
working. My brother and sister are supporting the other
children.

Vision for future


I would like to see myself completing my studies.

MAKGOTSO (VINOLIA) LESHABA


Vinolia was brought up in a family of seven by a single
mother who was paralysed in an motor accident when
Vinolia was in grade 2. She wants to pursue a career
that combines Human Resources and Information
Technology, and is still studying for her teaching degree
while doing the learnership programme.

24

Yes she did. Thats why she had to go to pension at last,


to get her time to rest. She is really proud of me. She still
thinks I am young.

Her dream to be a teacher


I did [an] Education and Development [certificate, NQF
level 4] at Sedibeng College. It is Foundation Phase
Teaching I always wanted to be a teacher. Then I got
introduced to end-user computing after graduating. And I
became more interested in [computing].
I worked before at Elfed High School as a grade three
teacher. So EOH was my second job. I enjoyed teaching
at the school, but I get interested in lots of things. I am
still studying my teaching degree. And I am doing the
learnership... Its not difficult [to balance the studying]
because I am doing distance learning through UNISA.
So what are you going to do when you finish studying?
IT or teaching or both?
Both! How about I teach IT?

The programme helped her communicate


professionally
The programme was good. It was a new thing to me
it made me more ready about what I want and how
I should present myself as a professional. At school
they just teach you the basics, but at this programme

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

LEARNER: MAKGOTSO (VINOLIA) LESHABA (21)

InTERVIEWS

25

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

LEARNER: MAVIS RAMOHLALE (25)


26

INTERIM NARRATIVE REPORT FROM EOH

we learnt how to dress properly, and how to talk in a


professional way, and how to act, how to do your job.
It was very useful because before I would just act like
that without being professional, start shouting if I want
something and if something is wrong I would shout at the
others. But they showed me the right ways. I [get cross
with people now] but in a professional way. [For example]
I say, I think its wrong, but what do you think? How
about we do it this way? Whereas before I would say, Its
wrong, take it back!

Her dream is to see her mother walk again


And what is your vision for the future, when your
programme and your degree are finished?
I am interested in IT and HR. I am thinking of studying
HR... My mom is paralysed. If I had enough funds to
make it possible that we can get some surgeries for her
I will do it. Its from an accident in 1997. She got a car
accident and her spinal cord was smashed. She is using
a wheelchair. She is doing good but I feel that I owe
her something, she has been there for me. [The spine]
can be fixed but only if you get the experts. She rolled
on a mountain, twelve times. Oh she is alive and she is
strong... You will be strong [if you have seven children]. I
was still in grade two at that time [of the accident]. She
brought me up even though she was paralysed. She
would give me a hiding when I am wrong, she wont say
I am paralysed I wont give you a hiding. If she had to
go to the school meetings she would be there. She is my
role model.
Sometimes I feel like I lost that memory of seeing her
walking with her feet. I am used to seeing her using that
wheel chair. I want my dream to come true to see her
walking again.

AUGUST 2014

MAVIS RAMOHLALE
Mavis five siblings are financially supported by her older
brother. She speaks emphatically about the difference
between theoretical education and experiential learning
and has embraced digital work despite it being a mystery
to her community at home. One day she hopes to return
home and make children aware of the ways in which
information technology can expand your horizons.
Full name

Mavis Ramohlale

South African Identity number

8810240965081

Learning group

Technical Support G1

Gender

Female

Age

25

Occupation

IT Support Technician

Race

African

Born

Polokwane, Limpopo

Siblings

Parents

Father died in 1999


Mother unemployed
Oldest brother supports family.

Children

1 boy three years old

Highest grade at secondary


school

12

Post schooling qualifications

Certificate in Office Management


& Technology

Currently studying

Learnership in IT Technical
Support

Employer

national Department of Public


Works

Background
I am from Limpopo, Polokwane. I grew up in rural area,
a village, a small village. We are six at home. Two boys,
four girls. I was raised by two parents. My father died
in 1999. My mom is not working. My brother is the only
one who is working. He is the one who is helping us
financially. He is the oldest.

Wanted to study computer science, but not able to


afford it
I was doing admin work in IT [at Tshwane University of
Technology]. There was no technical [component]. But I
wanted to study computer science, but because of money
I could not do it, so I did a short course. Its expensive.
But I tried to apply for students loans but I never got one.
How do you find what you are studying at the moment,
the learnership in IT Technical Support? And why do you
like IT?
When I got this learnership it was an opportunity
because I dont pay anything, they pay me to study.
[I like IT because] it is challenging, I want things that
are challenging. I know I am gonna learn new things.
Everyday you learn new things here.
Learner: Mavis Ramohlale (25)

InTERVIEWS

27

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

LEARNER: MOEKETSI SUPING (22)


28

INTERIM NARRATIVE REPORT FROM EOH

The importance of having a mentor in the


workplace
Did you have a mentor at Tshwane University of
Technology (TUT)? 24
No you just have a boss. At TUT I learnt everything
myself. My mentor here told me everything here. It helps
because [here] its a different IT, not the one in the books,
its the real IT. It helps to have a mentor.

AUGUST 2014

MOEKETSI SUPING
Moeketsi got his first PC when he was in grade 8, by
assembling it from parts he was given. He wanted to
study IT after school but did not have the money to do
so, as he and his older sister had to support themselves.
So he became a panelbeater instead. Fortunately the
EOH learnership has given him the opportunity to now
realise his dream and technological talents.

How is IT different in the books from the real IT?

Full name

Moeketsi Suping

In the books you just read about IT, the PC, the
motherboard, but here you know how to assemble a PC.
So its different. I didnt know how to connect a mouse,
keyboard, power. I didnt know that. So they just taught
me that.

South African Identity number

9205205549088

Learning group

System Support G1

Gender

Male

Age

22

Occupation

IT Support Technician

Mavis, like many others we interviewed, wants to


study IT further

Race

African

Born

Ladybrand

What are your plans for the future?

Siblings

I would like to have a diploma in IT. Maybe next year I


can go register at TUT, maybe. Because I have applied.
I will start working in an organisation first and get more
experience [before starting my own company].

Parents

Mother passed away when he


was 18

Children

none

Her community does not understand IT as a field of


study nor as a career

Highest grade at secondary


school

12

Post schooling qualifications

none

Currently studying

Learnership in IT Technical
Support

Employer

national Department of Public


Works

Every month I go home. I want to encourage the


youngsters to do IT. I love to go to schools and
encourage them for there is more to life than sitting at
home in the village. They must explore, go visit other
cities.

Supported by his older sister

Do you think IT is a good career option?


Yes. For me. I dont know about other people. For me.
Because others they want to be doctors they want to
be teachers. Even at home they dont understand why I
am doing IT. They want me to be a teacher. They dont
understand. What are you doing there? Why dont you
go to school and apply for a teaching course and teach?
But thats not what I want.

Background

What is it about IT that attracts you?

I completed my grade 12 in the year 2010, and then


I worked at Ladybrand Panel Beaters for a year its
only me and my sister at home. We group up together.
My mother passed away in 2005. My father is staying
in Bloemfontein. I stayed with my sister and got support
from my aunties. My sister is working at the moment
doing [community development].

I did computer at school. Thats when I wanted to know


much about computers.

He built his first computer from scratch in grade 8


I went straight to work after grade 12. I always wanted
to study for IT, [thats how I found out about the EOH
learnership opportunity].
Why were you interested in IT?
Because IT is everywhere, you go outside its IT.
Everything is about IT. I enjoy it very much. [I got my
first computer] in 2006. I built it from scratch by myself.
Then I was still at school. I was in grade 8. I had a lot
of friends; they organised parts for me to build the PC. I
was struggling at first but I asked people who knew more
about computers and they helped me.
What did you do on the computer?

24 This was the learners previous place of study, and included a short internship component without mentorship.

I watched movies, learned how to type, worked on the


Microsoft [Office] Suite.

InTERVIEWS

29

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

LEARNER: ROFHIWA TSHAUTSHAU (25)


30

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

Why didnt you go to college after grade 12?

I wanted to be a nurse. I like to help people.

Because of financial problems I couldnt study any


further. It was too expensive for me.

Reflection on the work readiness programme

Are you happy now that you have reached the IT field
somehow?
Yes now I am happy because at first I didnt know much
about anything practical. But since I have come here I
have learned many things practically. Before I only knew
things from a book.

ROFHIWA TSHAUTSHAU
Rofhiwa grew up with no father and an unemployed
mother. After finishing school she wanted to become a
nurse but had no money for tuition. She was one of the
best spoken learners but confessed that she was terrified
of speaking in front of people until she went through
the work readiness programme. Her confidence has
benefitted from being able to help senior government
officials with their IT woes.
Full name

Rofhiwa Tshautshau

It was very interesting. [The trainer] was showing us how


to behave at work. I didnt know how to talk in front of
people. I was so scared, so that guy really helped me to
be able to talk in public. It helped me [at work] a lot.
Can you give me an example?
Now I can handle any challenge. When you work with
people there are different people. [The trainer] was telling
us when we come across this [communication] challenge
how you can handle it. There are some very rude people,
you just have to be yourself and do what you are here to
do.

What is your plan for your future?


For now I am thinking of going to [college]. If I get
employed I will get money so that I can study IT because
I am interested in it now.

South African Identity number

8903270700088

We are doing things that some people in top


positions are not able to do

Learning group

Technical Support G2

What interests you about IT?

Gender

Female

Age

25

Occupation

IT Support Technician

Race

African

Born

Venda

Is IT a good field for young people?

Siblings

3 sisters

Yes. Its very challenging sometimes but interesting.

Parents

Mother unemployed, father


worked as a barman, passed
away from illness 2013

Reflection on learnerships

Children

none

Highest grade at secondary


school

12

Post schooling qualifications

End User Computing Certificate

Currently studying

Learnership in IT Technical
Support

Employer

national Department of Public


Works

The way we are fixing things because we are doing


some things that people in top positions (Directors etc),
they dont know how to send or receive emails but we as
juniors we know how to help them.

[Companies] must [offer] more learnerships. Just like


me I was not doing anything and I had no money to go
to school but now I am doing something so I think they
should create more learnerships for people who dont
have money to [study further].
Learner: Rofhiwa Tshautshau (25)

Background
I have three sisters. My dad passed away last year. I
only have my mom, she is unemployed. My dad was
working at Joburg Country Club, he was a barman
there. He was sick. I only have grade 12 because I was
staying with my mom but my father was not there for us.
My mom was not working so I did not go to college or
anything. I passed matric and did a learnership for End
User Computing for Scaw Metals. Then I got a job at
a media research company, doing surveys, going from
province to province. I enjoyed the survey work, I loved
travelling. It was my chance to see the provinces.
What was your dream at school?

InTERVIEWS

31

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

SHERMAUN LOUW

What would you like to do in the future?

Shermaun grew up in Johannesburg and planned to


become a chef but was not able to study further and
signed up for the learnership with EOH. The work
readiness programme taught her to be circumspect about
sharing personal information with work colleagues which
has made her conduct at work more professional.
Full name

Shermaun Louw

South African Identity number

9410190151086

Learning group

Technical Support G2

Gender

Female

Age

19

Occupation

IT Support Technician

Race

Coloured

Born

Boksburg

Siblings

Parents

Both parents currently working

I want to work in IT admin because I like to work with


paperwork, since I work in the storeroom I feel like thats
for me, I can operate in the store room.
Would you advise young people to go into IT as a
career?
Yes because without IT there is no life here outside,
so you must have IT, and a lot of people don't know IT,
especially for the generation coming up, I prefer them to
learn more about IT.
A lot of people [in my community] dont know about IT
so they call me and I help them, but if I dont know how
to help them I come back the next day and I ask my
previous mentor how to deal with that situation and then
I go back to that person and I help my neighbours and
stuff.

Mother in cosmetics, father in


mining industry
Children

none

Highest grade at secondary


school

Grade 12

Post schooling qualifications

none

Currently studying

Learnership in IT Technical
Support

Employer

national Department of Public


Works

Background
When I finished school in 2012 I wasnt planning on
getting into IT, I was more interested in becoming a
chef. I applied at the university to study to be a chef and
waited for six months, but the opportunity came by [to do
the learnership] and I took it. IT is a nice experience to
know more about technology and it makes life easier.

People stab you in the back at work and the


programme helped me deal with that
There was a lot of stuff I didnt know about myself [that I
learned from the programme]].
And how did it affect your work at DPW?
We have different types of people at [this] work. It built
us up, to make us stronger to face those people and deal
with them in a certain way. [For example] people stab
you behind your back, even though they [seem] friendly,
and now you know how to deal with it. [The programme
told us:] Dont differentiate from that person, but dont tell
them stuff that is not supposed to be for them. You dont
share too much information about yourself, just be about
the workplace, no personal business.

32

Learner: Shermaun Louw (19)

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

LEARNER: SHERMAUN LOUW (19)

InTERVIEWS

33

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

MANAGERS & MENTORS


GENEVIEVE HUMAN (TEAM LEADER)
Genevieves learners are on an End-User Computing
Learnership. Her team is busy supporting a paperless
drive by her employers HR department. This involves
receiving boxes of employee records, preparing them
for scanning, scanning, storing and electronically and
archiving the re-boxed physical records.
Ten learners are helping her and making the work go
much faster. Genevieve experienced the quality of work
from the learners before the EOH Work Readiness
Programme, and afterwards, and is thus able to provide
a qualified before-and-after perspective.
Makgotso (Vinolia) Leshaba whose interview appears in
this report, is under Genevieves supervision.
Genevieve you were here before the work readiness
programme and afterwards. Did you notice an
improvement?
A lot hey. Before they went through to Seibeng there
was a lot of fighting amongst them, they didnt do their
work, they always quarreled amongst each other. But
when they came back there was a big difference. The
dress codes as well. There is a lot that changed. In the
beginning it was each one for himself. But after they
came back they started working together, speaking to
each other if they dont understand something. So team
work does play a big role in it.
Its always quite hard to have learners in a workplace.
What would you say to another team leader that is having
learnership candidates or new learners in the workplace.
What would you say to them as advice?
Before [the learners] come [to the workplace] they really
need to go to the [work readiness] training they went on,
because when they went to Sedibeng for this training,
when they came back there was a huge difference.
Before [the learners] come out to the workplace they
need to go through this process to make them ready for
everything.
Do you find that a lot of your time has to be spent
supporting the learners?
In the beginning it was like that but now not at all. They
ask each others questions, they communicate with each
other. And at first they all used to come to me and I used
to help them, but after everything they deal with each
other. When they are unsure of something then they will
come to me and ask me.

34

JAUN RUST (MANAGER)


Jaun (pronounced as in the French Juan), is the manager
for 19 learners placed with EOH Managed Services,
a division of EOH Abantu (Pty) Ltd. He is the Regional
Manager for Gauteng in their Field Support Services,
which has 187 employees nationally. He is responsible
for providing on-site IT support to contractual clients
after their service desk has first attempted to resolve the
issue remotely. This includes looking after the day to day
operations of call handling, incident handling, resource
management and customer satisfaction.
Customer orientation and IT skills sets are the key
success factors he looks for in his employees. Exposing
learners to the how of IT support is the most important
experience he feels he can give learners in this
pressurised work setting.
Soft skills such as those taught in the EOH work
readiness programme are a critical part of preparation
for learners in his unit, given the emphasis on customer
service in their performance areas.
David Mabasa & Dikeledi Malomane, whose interviews
appear in this report, are under his supervision.
You find it typically with students coming out of the
colleges and out of their technical training and now they
think that they know all. Thats where you have to take
them to the reality and give them that guidance and say
listen, this is how you treat a customer, this is how you
deal with a customer. What do you do with a customer
when they are irate and angry and their business is
standing still. To them its money, to them its a crisis,
and the crisis can be as small as a key not working on a
keyboard. And you have to understand and sometimes
its something thats not within your realm of ability to fix.
It could be a Telkom (telco) line, but you have to then
coach your customer and make them understand okay
that this is the problem, this is what you are going to do
to resolve the problem.

INTERIM NARRATIVE REPORT FROM EOH

PAUL SERFONTEIN (MANAGER)


Paul is the national manager for a division of EOH
called Infrastructure Deployment Operations (IDO). They
implement new cabling infrastructure including LAN
connectivity, IT configuration and installation. Once they
set up the new infrastructure, Field Support Services
(see Jaun Rust interview), maintains and supports it.
The nature of this work is repetitive, project based and
comes with detailed work instructions. The structured
nature of this environment makes it easier to include
interns and learners on-site which makes them suitable
to host learnership programmes.
Anything out there as soon as you learn it in class,
its actually dated in the environment already. I support
this initiative very much because they are getting that
experience. They know what actually happens, why its so
important to do incident management on calls. Thereafter
why are soft skills so important. Communication wins
90% of your work ethic for instance. So we try and
teach and coach the learners as much as possible on
soft skills, so that when they are in the field, its how you
portray yourself and the professionalism thats coming
out from there.
All our employees that are in the field, that is EOH. The
end-user doesnt always interact with us as managers,
so those people are our assets, and people make it
happen25. Further than that, out customers have an ICT
portfolio, and we as their outsourced supplier, are the

AUGUST 2014

extension of that portfolio, so we are portraying them,


thats why [its so important that our frontline staff are
professional].
Do you have a message for anyone who is afraid to get
involved in training in the workplace? Maybe they just
want new employees to be ready when they walk in the
door?
Not at all. Because I work in projects you see the
environment as how it was before, and after youve
done the project, you see the results. And I see this
with everything we do. We take on raw talent and weve
got that opportunity to make them or break them. And
its to mould that person so that they can get enough
knowledge to go out there and be work ready for the next
person that does want to do it. And because its similar in
working with projects, its amazing to see how a person
comes in and how the leave at the end of the day.
Do you think there is a future for young people in learning
to understand technology, the internet, computers? Is this
an expanding place in South Africa?
For me the future is there. So long as they are willing to
learn. That is the future. I cannot see it going any other
way at this stage.

Managers: Genevieve Human, Jaun Rust & Paul Serfontein


(lef t to right, top to bottom)

25 EOH slogan

InTERVIEWS

35

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

RAMADIMETSE MAKGATI (MENTOR)


Ramadimetse is an IT Technician at the Department of
Public Works. She is mentoring two learners (Rofhiwa
Tshautshau and Walton Blok)26.
When they first got here they didnt know anything.
They learned and were dedicated and now they are
good. Confidence was an issue when they first got
here but now it is building up. I enjoy being a mentor. I
enjoy being a boss [laughs]. They help [me] a lot. Now
they know everything I am doing so my workload has
decreased.
Would you recommend mentoring to other people in the
workplace?
I would do. As for feeling, knowing that you have helped
these people who didnt know anything.

VERONICA MOROTOBA (MENTOR)


Veronica is also an IT Technician and is mentoring
Mavis Ramohlale and Mampho (Patricia) Mosikidi. Both
learners were interviewed for this report. Mavis interview
appears in the report.
How are you finding the mentoring experience?

They also implement the internally executed projects,


such as a call centre operation, and the certification of
internal auditors who already have some professional
qualification. The call centre operation which was
previously outsourced but has now been taken on as an
internal project. It sits with her directorate because it has
a youth development element. Her directorate also has a
water treatment project which is responsible for providing
accommodation and sanitation on behalf of other
government departments, especially in areas outside of
municipalities.
They run several on-the-job training programmes through
the Department of Higher Education & Training and
Sector Education & Training Authorities (SETAs). They
have just over 400 technical college27 students in these
programmes, as college students often miss out on
work experience and bursary opportunities available for
university or SETA students.
They also have a schools programme for Grade 10
- 12 high performing Maths & Science students from
disadvantaged areas. These students are offered
bursaries for careers in the built environment after they
complete their schooling.

At first it wasnt easy due to the fact that the learners


were not familiar with the work environment. But as time
went on everything was perfectly fine. Now I can even
relax and send them to do my task. They can be able to
do that on their own.

In total there are more than 500 learners in the


organisation. Government has mandated that its
departments should appoint up to 5% of their workforce
as trainees.

What did you have to do to get them to the place where


they can now do your work?

How important is work readiness for the learners you are


dealing with here?

It involved commitment from them and from me, and to


show me that they are willing to learn and to work.

It is very important to have a work readiness workshop


for the learners, especially the ones just coming straight
from [studying]. It might be a person who is having a
grade 12, or a person who is having a diploma or a
certificate or a degree. We want to install principles
in them. Time management, financial management,
responsibility and accountability.

What would you say to other people who are busy


working and have an opportunity to mentor? Would you
recommend it as an experience or would you tell them its
a tough job, dont go there?
No I would recommend them to mentor interns, even
if they are not exposed to a work environment. In fact
I think its better if they have not been exposed at all.
It kind of shows how good you are as a mentor if I
taught somebody who is clueless and then that person
becomes a technician. I am very proud of myself with
them.
Keep on bringing them. We are ready for them. We will
teach them everything we know.

VUYO SIBEKO (MANAGER)


Vuyo is an Assistant Director at Department of Public
Works (DPW) in their Human Capital Investment
directorate. DPW employs approximately 6,000 people.
It is responsible for managing the implementation of

26 Both learners were interviewed for this report. Rofhiwas interview appears
in this report.

36

their learnership and internship programmes, their


management trainees, and their young professionals or
candidacy programme.

In terms of impact on the country, the community, the


families, is there anything you can tell us as to how
effective these kind of programmes are?
Some of their parents are not working, or a person is
raised by a single parent. We normally come across
cases like those. In one of our [other projects] we had
146 grade 12 students from a poverty stricken rural area
which was very dry. We took them through our skills
development training programme, and now we have
absorbed all of them into permanent positions. So we
have assisted the community in terms of the poverty
burden. Most of them did not even have medical aids.
And also now they are even motivating the other youth
in their community to say that there are opportunities out
there its just for you to apply.

27 These are public Technical & Vocational Education & Training (TVET) Colleges

INTERIM NARRATIVE REPORT FROM EOH

CONTACTS

AUGUST 2014

BIBLIOGRAPHY
Digital Jobs in Africa: Catalyzing Inclusive Opportunities
for Youth (Dalberg, 2013)

CONTRACT MANAGEMENT
Name

Patrick Hijlkema

Designation

Executive: Human Capital

Cellphone

082 602 4471

Email

Patrick.Hijlkema@eoh.co.za

Harji, K. & Best, H. Digital Jobs: Building Skills for the


Future (2013)
Kennedy, R., Sheth, S., London, T., Jhaveri, E., Kilibarda,
L. Impact Sourcing - Assessing the Opportunity for
Building a Thriving Industry
Rogan, M., Diga, K., Valodia, I. The labour market and
digital jobs in Africa (Durban: Published by UKZN, 2013)

PROJECT IMPLEMENTATION
Name

Michael Mann

Designation

General Manager: Proserve South


Africa

Cellphone

082 600 9739

Email

michael.mann@eoh.co.za

Business Address
Gilloolys View
Osborne Lane
Bedfordview
Johannesburg
2007
Mentors: Ramadimetse Makgati, & Veronica Morotoba
Manager: Vuyo Sibeko
(top to bottom)

COnTACTS

37

WORK READINESS INITIATIVE UNDER DIGITAL JOBS FOR AFRICA

APPENDICES
APPENDIX 1 - TOPICS COVERED BY THE EOH WORK READINESS PROGRAMME

38

My personal thinking style

My personal learning style

How I fit into the bigger picture of business

Understanding my personal uniqueness, interests and values

Developing my Personal Brand

Professional dress code

Behaving professionally within a business environment

Working within a team

Handling feedback appropriately

Communicating and interpreting communication effectively

Presenting information in different business formats

Personal effectiveness

Managing my time

Planning my workload

Understanding business expenditure and budgets

Managing my personal expenditure against a budget

Capitalising on my research and problem solving abilities

Managing change

How to bring creativity and innovation the workplace

INTERIM NARRATIVE REPORT FROM EOH

AUGUST 2014

APPENDIX 2 - BREAKDOWN OF LEARNING GROUPS


Group Name

Nr of
learners

EOH Interns

Programme dates

Location

46

November - January 2014

Gauteng, Johannesburg

EOH Interns

19

December - February 2014

Gauteng, Johannesburg

EOH Interns

22

December - February 2014

Gauteng, Johannesburg

EOH Interns

53

January - March 2014

Gauteng, Johannesburg

Oracle

19

March - May 2014

Gauteng, Johannesburg

MPC

April - June 2014

Western Cape, Milnerton

MPC

11

May - July 2014

Western Cape, Milnerton

System Support G1

20

May - July 2014

Gauteng, Pretoria

System Support G2

18

May - July 2014

Gauteng, Sunninghill

End User G1

26

May - July 2014

Gauteng, Sunninghill

EOH Interns G1

14

June - August 2014

Gauteng, Sunninghill

EOH Interns G2

20

June - August 2014

Gauteng, Sunninghill

EOH Technical Support G1

14

June - August 2014

Gauteng, Sandton

EOH Technical Support G2

18

June - August 2014

Gauteng, Sandton

EOH Technical Support G3

15

June - August 2014

Gauteng, Sunninghill

EOH End User G2

21

June - August 2014

Western Cape, Atlantis

EOH End User G3

16

June - August 2014

Gauteng, Van der Bijl Park

EOH System Support G3

15

June - August 2014

KZN, Durban

EOH Technical Support G4

18

June - August 2014

KZN, Durban

EOH System Support G4

24

June - August 2014

North West, Rustenberg

EOH System Support G5

27

June - August 2014

Limpopo, Phalaborwa

EOH System Support G6

24

July - September 2014

Limpopo, Polokwane

EOH Technical Support G5

33

July - September 2014

Limpopo, Malamulele

EOH End User G4

24

July - September 2014

Gauteng, Heidelberg

Fasset G1

10

July - September 2014

Limpopo, Phalaborwa

Fasset G2

27

July - September 2014

Limpopo, Polokwane

Fasset G3

15

July - September 2014

Limpopo, Polokwane

Fasset G4

15

July - September 2014

Gauteng, Witbank

EOH End User G5

28

July - September 2014

Gauteng, Heidelberg

Investec G1

22

July - September 2014

Gauteng, Randburg

Investec G2

28

July - September 2014

Gauteng, Sandton

Investec G3

17

July - September 2014

Gauteng, Sunninghill

TSS G1

15

July - September 2014

Gauteng, Woodmead

Jascomp& Quarphix G1

22

August - Ocotber 2014

Gauteng, Woodmead

Jascomp & Quarphix G2

11

August - Ocotber 2014

Gauetng, Randburg

Jascomp G1

21

August - Ocotber 2014

Gauteng, Sunninghill

Native G1

12

August - September 2014

Gauteng, Sandton

EOH KZN Group 3

August - October 2014

KZN, Durban

EOH Springs G1

11

August - October 2014

Gauteng, Springs

Quarphix & Jasscomp G3

27

August - October 2014

Gauteng, Sunninghill

Quarphix & Jasscomp G4

33

August - October 2014

Gauteng, Randburg

Quarphix & Jasscomp G5

21

August - October 2014

Gauteng, Pretoria

Quarphix & Jasscomp G6

19

August - October 2014

Gauteng, Newtown

Quarphix & Jasscomp G7

20

August - October 2014

Gauteng, Newtown

TOTAL

907

APPEnDICES

39

OUR OFFICE LOCATIONS


Head Office, Johannesburg
Postal Address
PO Box 59, Bruma
Johannesburg
2026
Physical Address
EOH Business Park, Gilloolys View, Osborne Lane,
Bedfordview
2007
Telephone: +27 (11) 607 8100
General fax no.: +27 (11) 616 9929
EOH Durban
Postal Address
PO Box 5198
Rydall Vale Park
4019
Physical Address
18 Cranbrook Crescent
Cranbrook Park
La Lucia Ridge Office Estate
4320

EOH 2014. Cover image Quaid Jones.


Authored by Mike Stuart, on behalf of EOH.

www.eoh.co.za

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