Human Resources Development Review 2003 docx

HUMAN RESOURCES DEVELOPMENT REVIEW
2003
EDUCATION, EMPLOYMENT AND SKILLS IN SOUTH AFRICA
HUMAN SCIENCES RESEARCH COUNCIL


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© 2003 Human Sciences Research Council
Compiled by the Research Programme on Human Resources Development, Human Sciences Research Council
General Editors: Andre Kraak and Helene Perold
Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpublishers.ac.za
Published in the United States of America by
Michigan State University Press
East Lansing, Michigan 48823-5202
Distributed in Africa by Blue Weaver Marketing and Distribution,
PO Box 30370, Tokai, Cape Town, 7966, South Africa.
Tel: +27 +21-701-4477
Fax: +27 +21-701-7302
e-mail:
First published 2003
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic,
mechanical, or other means, including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.

ISBN 0-7969-2049-4
Cover and text design and layout by Manik Design, Johannesburg, South Africa

Print management by comPress, Cape Town, South Africa
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Printed by Paarl Print
Printed in the Republic of South Africa
Recommended citation:
Human Sciences Research Council (2003) Human Resources Development Review 2003: Education, Employment
and Skills in South Africa, Cape Town: HSRC Press and East Lansing: Michigan State University Press


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CONTENTS
Preface v
Acknowledgements ix
Glossary xi
List of tables and figures xiv
Acronyms and abbreviations xxix
INTRODUCTION
Chapter
1 HRD and Joined-Up Policy 2
Andre Kraak
SECTION ONE

CONTEXT
2 Overview of the South African Economy 32
Anna McCord
3 Overview of Industrial Policy 64
Miriam Altman and Marina Mayer
4 The Skills Requirements of Specific Economic Sectors 86
Pundy Pillay
5 Employment and Labour Market Trends 112
Anna McCord and Haroon Bhorat
6 The Informal Economy 142
Richard Devey, Caroline Skinner and Imraan Valodia
7 The Social and Human Development Context 164
Debbie Budlender
8 The Impact of HIV/AIDS 186
Jocelyn Vass
9 Science Policy Indicators 208
Nelius Boshoff and Johann Mouton
10 Skills Migration 234
Tracy Bailey
11 International Benchmarks 256
Debbie Budlender


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SECTION TWO SUPPLY
12 Public Expenditure on Education 280
Russell Wildeman
13 Public Schooling 302
Helen Perry and Fabian Arends
14 Public Further Education and Training Colleges 326
Glen Fisher, Ros Jaff, Lesley Powell and Graham Hall
15 Public Higher Education 352
George Subotzky
16 Independent Schooling 380
Jacques L du Toit
17 Private Further Education and Training 396
Salim Akoojee
18 Private Higher Education and Training 416
George Subotzky
19 Enterprise Training 432
Azeem Badroodien
SECTION THREE
SCARCE SKILLS
20 Forecasting the Demand for Scarce Skills, 2001-2006 458
Ingrid Woolard, Philip Kneebone and Deborah Lee
21 Educators 476
Luis Crouch and Helen Perry
22 Academics 500
Charlton Koen
23 Medical Practitioners and Nurses 522
Elsje Hall and Johan Erasmus
24 Engineers and Technicians 554
Grové Steyn and Reza C Daniels
25 Biotechnologists 584

David R Walwyn
26 Managers 610
Frank M Horwitz and Angus Bowmaker-Falconer
27 ICT and Associated Professionals 634
Percy Moleke, Andrew Paterson and Joan Roodt
28 HRD and the Skills Crisis 660
Andre Kraak
Index 688


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PREFACE
This Review is the outcome of a flagship project of the Research Programme on Human Resources
Development (HRD) at the Human Sciences Research Council (HSRC), and was funded by the
Department of Science and Technology (DST). The programmes core focus is to analyse the pathways
of learners from the schooling system into further and higher education and the world of work. More
specifically, the programme:
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conducts research on the supply side that examines the provision of public and private post-
school education and training, particularly in the further and higher education bands;
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conducts research on the demand side that examines the characteristics of those skills that are in
demand, those in short supply, and those that will be needed in the future;
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conducts research on the states new science and industrial policies and what the implications of
new knowledge and innovation requirements will be for the education and training system; and
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conducts theoretical research aimed at developing an appropriate conceptual framework for analysing
human resources.
The research programme on HRD
The Research Programme on HRD was established in May 2001 as a result of two external
developments. Firstly, in October 2000, Cabinet mandated the HSRC to undertake research for
government in the field of HRD. Government also appointed the HSRC to a joint Education and
Labour Task Team commissioned to draw up an HRD Strategy for the country. The policy document,
entitled An HRD Strategy for South Africa: A Nation at Work for a Better Life for All, was publicly
launched in April 2001. The HSRC Research Programme on HRD seeks to support this strategy
through the provision of strategic research and the dissemination of information.
The second development occurred in December 2000. The Department of Science and Technology
awarded the HSRC a significant three-year research grant, ring-fenced specifically for HRD-related
research work.
The flagship project
This project has three components. The first concerns the development of a comprehensive web-
based, cross-sectoral data warehouse. This infrastructure is oriented largely towards the provision of
improved information and analysis to support government decision-making in the arena of HRD (see
). The second is a biennial human resources development review that
provides comprehensive analyses of key education and training, labour-market and macro-economic
indicators. Thirdly, the project produces an interpretive overview (in the format of a monograph) of
the key trends in HRD in the post-apartheid period (see Kraak 2004).
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This Review is the first in a
series of biennial human resources development overviews to be published by the HSRC.


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Conception of HRD
The key thesis underlying the project is that HRD is a cross-sectoral policy issue that is shaped by,
and impacts on, a multitude of government policy domains such as education and training, the
labour market, and macroeconomic, industrial and foreign trade policies. When combined or joined
up in an interlocking and self-reinforcing way, the basket of government policies yields the appropriate
human and technological capability necessary for future national economic success. Human resources
development is thus the glue that helps to develop and sustain successful economic systems.
This approach is underpinned by the necessity for education reforms to interlock and join up with
macroeconomic, industrial and labour market reforms so that their combined impact has a better
chance of meeting the new conditions for global competitiveness  the attainment of high-quality
manufacture through a highly skilled and highly productive workforce. This view of HRD policy and
planning sees educational reform as constituting one component of a necessarily larger set of socio-
economic reforms. It posits the view that the attainment of successful reform in one institutional
sphere (such as education) is conditional on parallel changes occurring in other institutional spheres
(for example, in the macroeconomic, labour market and work organisation environments).
Effective HRD planning, particularly the co-ordination of all its cross-sectoral dynamics, is a key
condition for economic success. This central proposition is asserted throughout the Review and is
supported by four key assumptions:
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The increased primacy of education and training: One of the central implications of globalisation
is the increased importance of education and training, particularly given the demands for higher
levels of multi-functional skill competencies distributed across the entire workforce. Improved
education and training is a critical pre-requisite for successful participation in the rapidly globalising

knowledge economy.
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The success of co-ordinated market economies: There is now sufficient evidence in the international
literature that, contrary to neo-liberal economic orthodoxy, co-ordinated market economies (in which
the state plays a critical role in regulating economic development) are more successful in the age of
globalisation than free market economies. Effective human resources development policies are a key
requirement of co-ordinated market economies. This is because a countrys full HRD requirements
are rarely met by the market alone, but rather through a combination of market forces and deliberate
planning and co-ordination by the state over the medium to long term.
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The importance of cross-sectoral policy co-ordination: Co-ordinated market economies are
premised on the development and implementation of cross-sectoral rather than mono-sectoral
policy instruments. Human resources development policies are intrinsically cross-sectoral.
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The importance of data and information for HRD planning: The requirement of cross-sectoral
joined-up policy co-ordination and implementation makes extremely challenging and resource-
intensive demands on government. A key condition for its success is the availability of comprehensive
management information systems across a wide array of socio-economic issues. These enable
government-planners to respond timeously to complex and often dramatic social changes.
For example, substantive shifts are likely to occur in the structure of the economy and its
sectoral characteristics over the next five to ten years. New growth areas will be triggered by
greater export activity, growth in small, medium and micro enterprises (SMMEs) of both the
technological and survivalist kinds, spatial development initiatives, and economic sectoral


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PREFACE

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clustering. Employment patterns will shift away from declining sectors towards these new growth
points. The occupational structure will change as new skill requirements arise at both the high-
and low-skill ends of the spectrum.
Enormous pressure will be exerted on further and higher education institutions during this period to
respond to these new skill demands. Planners in government will need to measure the cross-sectoral
impact of all these shifts. It is here that the development of a cross-sectoral management information
system will be of greatest value  a multifaceted data warehouse that combines information on both
the demand and supply sides in order to highlight and measure the extent to which governments
industrial and employment objectives have been met. Such a multifaceted data warehouse will also
indicate whether equivalent changes have occurred on the supply side  that is, whether education
and training institutions have responded to changes in the economy and labour market.
It is the governments role to co-ordinate the key interlocking cross-sectoral policies and plan a
national HRD strategy. However, government does not possess the necessary management information
capability to develop and carry out this planning and co-ordination on its own. The aim of the HSRCs
biennial HRD review and data warehouse project, then, is to assist government in acquiring these
critical HRD policy requirements. Through this Review and the Data Warehouse, the innovative
contribution of the HSRC and its research partners thus resides in:
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developing a multi-faceted, cross-sectoral data warehouse which provides easy access to a
comprehensive set of data on the demand and supply sides of the HRD equation;
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combining databases that are currently maintained separately  specifically those describing
education and training, and labour-market and employment conditions;
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conducting new qualitative and theoretical research that interrogates the quantitative data,
yielding a richer reading of HRD conditions at the macro, meso and micro levels;
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doing secondary analyses of accumulated cross-sectoral data. These interpretative analyses take
the traditional academic format of chapters in biennial HRD reviews and other academic papers
made available in the Data Warehouse;
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disseminating HRD information in simple, easy-to-use formats through easy and free access to the
Data Warehouse website, and through the biennial production and dissemination of the HRD reviews.
There is no duplication between the production of existing government databases and the work of the
HSRC. The role of the HSRC and its research partners is to add value to these data sources by
improving linkages and comparisons across government databases and transforming this information
into analytical, strategic and predictive analyses. In so doing, the aim is to support better HRD
planning in South Africa in the medium to long term.
An evidence-led overview
The HSRCs HRD Review 2003 and Data Warehouse is primarily an evidence-led quantitative project
aimed at filling the information gap that has plagued government HRD planning since 1994. Because
of the difficulties associated with working with provisional data sets that have not yet been through
the necessary scientific validation and comprehensive quality control processes, the HRD Review
2003 only uses data that have been extensively tested. The consequence of this decision, however,


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is that the Review can only work with older data. The cut-off point for the HRD Review 2003 is largely
December 2000, although certain chapters are able to draw on data from 2001 and 2002. Future
HRD reviews will be similarly constrained.

In conclusion, then, the project is a comprehensive attempt to describe and measure the complex,
inter-related social conditions that characterise South Africa. The book and the Data Warehouse,
through the evidence they present, also identify certain critical joined-up policy requirements that are
essential for the future success of governments HRD Strategy.
Andre Kraak and Helene Perold
General Editors
Note
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Kraak, A (2004) An Overview of South African Human Resources Development: The Importance of Joined-Up Policy Co-ordination and
Implementation, Human Sciences Research Council, Cape Town: HSRC Press


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ACKNOWLEDGEMENTS
The authorship of this Review is institutional and therefore collective, and requires the acknowledgement
of the people who spent many weeks and months working on this project.
The Department of Science and Technology
At the outset we pay tribute to the Department of Science and Technology, whose generous ring-
fenced grant for the period 2001 to 2003 has enabled us to produce a comprehensive and high-
quality product.
The project team
We would like to acknowledge and thank our highly capable project team who made the Human
Resources Development Review 2003 and Data Warehouse website a reality: They are:
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General Editors: Andre Kraak and Helene Perold
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Project Managers of the Human Resources Development Review 2003: Leslie Powell, Ansie
Lombaard and Lindi Basson
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Project Manager of the Data Warehouse: Andrew Paterson
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The Data Warehouse technical development team: Robin Naude, Arjen van Zwieten and Helen Perry
Supporting the project team were the following people, to whom thanks are due for their important
contributions to the project:
Kathleen Bartels (copy-editor); Martie Boesenberg (technical proofreader); Michael Cosser, Glenda
Kruss, Moeketsi Letseka, Simon McGrath and Andrew Paterson (proofreaders); Jeanne Cope (indexer);
Sue Munro (web pages); Gerald OSullivan (IT support); Lucia Lotter (search facility); Debbie Teixeira
and Nicky Clark of Manik Design (design and layout); Hans Ros (server administration); Richard
Rufus-Ellis (external proofreader); Monica Seeber and Kyle McCloughlin (permissions); Marise Swardt
(picture research).
Authors
We thank the following authors who contributed their research and analyses from their positions
outside the HSRC and those within: Salim Akoojee, Miriam Altman, Fabian Arends, Azeem Badroodien,
Tracy Bailey, Haroon Bhorat, Nelius Boshoff, Angus Bowmaker-Falconer, Debbie Budlender, Luis
Crouch, Reza C Daniels, Richard Devey, Jacques L du Toit, Johan Erasmus, Glen Fisher, Elsje Hall,
Graham Hall, Frank M Horwitz, Ros Jaff, Philip Kneebone, Charlton Koen, Andre Kraak, Deborah
Lee, Marina Mayer, Anna McCord, Percy Moleke, Johann Mouton, Andrew Paterson, Helen Perry,
Pundy Pillay, Lesley Powell, Joan Roodt, Caroline Skinner, Grové Steyn, George Subotzky, Imraan
Valodia, Jocelyn Vass, David R Walwyn, Russell Wildeman and Ingrid Woolard.


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ACKNOWLEDGEMENTS
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Reviewers
The following senior academics and government policy experts are thanked for undertaking the
demanding peer review of 28 chapters in a very short space of time:
External reviewers
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David Ashton, Professor of Sociology and Director of the Centre for Labour Market Studies,
Leicester University
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Haroon Bhorat, Director of the Development Policy Research Unit (DPRU) based at the School of
Economics, University of Cape Town
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Adrienne Bird, Deputy Director-General, Department of Labour
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Ian Bunting, Director of Planning, Higher Education branch of the national Department of Education
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Trevor Coombe, formerly Deputy Director-General, Department of Education, Pretoria, and currently
an education consultant
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Adeline du Toit, Professor and Head of Department of Information Studies, Rand Afrikaans
University
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Hugh Lauder, Professor of Education, Bath University
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Ian Macun, Director, Skills Development Planning Unit, Department of Labour
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Enver Motala, formerly Deputy Director-General, Department of Education, Gauteng Province,
and currently an education consultant
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Joe Muller, Professor of Education, University of Cape Town
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Helen Perry, independent contractor specialising in education management information systems
(EMIS) and education planning
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Pundy Pillay, Senior Research Economist for the Research Triangle Institute (SA)
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Chris Rensleigh, Lecturer, Department of Information Studies, Rand Afrikaans University
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Charles Simkins, Professor of Economics, University of the Witwatersrand
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Eddie Webster, Professor of Industrial Sociology, University of the Witwatersrand
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Michael Young, Professor of Education, Institute of Education, University of London
Internal reviewers
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Miriam Altman, Executive Director, Research Programme on Employment and Economic Policy,
HSRC
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Simon McGrath, Director of FET Research, Research Programme on Human Resources
Development, HSRC
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Andrew Paterson, Chief Research Specialist of EMIS Research, Research Programme on Human
Resources Development, HSRC


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GLOSSARY
Black.This term includes African, coloured and Indian South Africans.
Homeland. An area designated under the apartheid system as a self-governing territory for differing
categories of Africans, defined largely by race. Some of these territories were later decreed as so-called
independendent states. These included the former Transkei, Bophuthatswana, Venda and Ciskei.
Indian. This term designates one of the population groups in South Africa and includes all Asians.
Learner. The term learner is now widely used in South Africa, specifically in Education Department
legislation and policy documents, in preference to student, to reflect a more active, inclusive and
lifelong process of learning.
Educators refer to any person who teaches, educates or trains other people at an education institution.
The term is used in preference to the more traditional teacher to broaden the scope of activities
involving people engaged in some form of education of others.
Education programmes refer to different types of education provision, e.g. early childhood development,
adult basic education and training, primary and secondary schooling, further education and training,
and higher education (Chapter 12).
Endorsement is the minimum condition for entry to a degree programme at a university. Learners
who pass the Senior Certificate Examination with endorsement are qualified to enter university. The
conditions for a Senior Certificate with endorsement are established by the South African Universities
Vice-Chancellors Association (SAUVCA) (Chapter 15).
Establishment posts in FET colleges are posts paid for by the provincial education authorities
(Chapter 14).
A Further Education and Training College refers to a college which provides further education and
training on the basis of full-time, part-time or distance provision, and which is (a) established or
regarded as having been established as a public further education and training institution under the

Further Education and Training Act No. 98 of 1998; (b) declared a public further education and
training institution under this Act; or (c) registered or conditionally registered as a private further
education and training institution under this Act (Chapter 14).
Full-time equivalent (FTE) is a measure used to calculate the subsidy paid by government to higher
education institutions. The measure is based on one student enrolled full-time for a degree programme
in contact mode for a whole academic year. A student studying full-time for a six-monthly semester
programme would be the equivalent of 0.5 FTE.
Gini coefficient. The Gini coefficient is a figure between 0 and 1, which can be multiplied by 100 to
give a figure between 0 and 100. The same idea is being represented in both cases, with 0 representing
perfect equality and 1 (or 100) representing perfect inequality (Chapters 2, 7, 11).
Gross enrolment ratio (GER) is a measure of access and coverage. It measures the proportion of the
population that the school system covers and the capacity of schools to accommodate the population
(Chapter 13).
Headcount refers to the number of individual students in a higher education institution. Headcounts
include all enrolments regardless of the length of the course or programme. Consequently, each short-
term and part-time student is counted in the same way as full-time enrolments. Headcounts thus
present a potentially inflated picture of the size of the system. To address this, full-time equivalent
(FTE) enrolments are calculated by converting headcounts to the full-time one-year equivalent of each
enrolment. Thus, a student enrolled for a half-year semester course will count as 0.5 of an FTE
enrolment (Chapter 15).


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GLOSSARY
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Higher education. A level of educational provision defined by the National Qualifications Framework
(NQF) in South Africa as including all qualifications from Level 5 to Level 8 on the NQF. Defined
differently, higher education includes all education programmes at the post-school, pre-degree level,
including certificates, diplomas and higher diplomas (Level 5 programmes), as well as all undergraduate
degree and postgraduate degree programmes, from bachelor degrees to the doctoral level (Level 6-8
programmes).
Historically advantaged institutions. This term refers to institutions that, under apartheid, were
designated to serve white students, preserving the socio-economic domination of the white population.
These institutions enjoyed relative advantage through preferential resource allocation, and better
facilities, infrastructure and access to developmental opportunities (Chapter 15).
Historically disadvantaged institutions. This term refers to institutions that, under apartheid, were
designated to serve the various ethnic groups of the black (African, Indian and coloured) population
through a restricted range of teaching programmes and very limited research, thereby ensuring the
socio-economic subservience of the black population. They consequently suffered various disadvantages
with regard to funding, location, facilities and developmental opportunities (Chapter 15).
Internal labour markets are located within specific enterprises. In these markets, jobs are usually
filled by internal promotion, and skills are acquired internally rather than through the acquisition and
possession of externally recognised qualifications (Chapters 1 and 28).
Junior teaching staff in further education institutions are defined as lecturers and senior lecturers
(post levels 1 and 2). Non-teaching staff refers to staff appointed to provide administrative and
support services to the institution (Chapter 14).
Learnerships. Learnerships are aimed at providing workplace learning in a structured and systematic
form through the provision of both formalised learning and structured work experience. Learnership
contracts are signed in a three-way agreement between the employer, education and training provider,
and learner (Chapter 1).
Lekgotla. A Setswana word referring traditionally to a gathering of the (male) elders. Today it is widely
used in South Africa to refer to a strategic planning session, often at a retreat away from work
(Chapter 1).
NATED 191. An official government policy document that spells out the norms and standards defining
public FET (technical) college curricula.

Net enrolment ratio (NER) is a measure of the internal efficiency of the schooling system and only
measures those learners who are the appropriate age for the primary or secondary phase (Chapter 13).
Net participation rate. A net participation rate expresses the ratio of the total headcounts of learners
in a defined age cohort (such as the age cohort of 15 to 29) to the total population in the same age
cohort (in this case the age cohort of 15 to 29). Statistics South Africa publishes the national
population census data (Chapter 14).
Non-African historically disadvantaged universities are the Universities of the Western Cape and
Durban-Westville (Chapter 15).
Non-African historically disadvantaged technikons are Peninsula Technikon and ML Sultan Technikon
(Chapter 15).
Non-DoE programmes refer to those programmes offered by Further Education and Training colleges
that are not accredited by the Department of Education through NATED 191 (Chapter 14).
Non-establishment posts are posts paid for from the College Council funds of Further Education and
Training colleges (Chapter 14).


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GLOSSARY
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Pass rate refers to the number of learners who pass an examination expressed as a percentage of
the total number of learners who register for the examination, and who actually write the examination.
Person-days. The number of days worked by individuals. If 20 000 people each work for 40 days,
this amounts to 800 000 person-days (Chapter 7).
Race group, also population group (e.g. African, white, coloured and Indian). These terms are
used to designate the racial categories that came to the fore in South Africa under apartheid. These

are social categories that scientists would prefer not to employ, but because they still have very
powerful salience in shaping social life in South Africa, most social analyses still require their usage.
Relative Education Qualification Value (REQV) refers to a qualification grouping of teaching staff.
For example, all honours, masters and doctoral degrees have a REQV level of 15 and above. Higher
diplomas and bachelors degrees have a REQV level of 14. All diplomas are at REQV level 13.
Educators are considered to be unqualified or underqualified if they have a qualification resulting in
REQV level 10, 11 or 12 (Chapter 21).
Senior teaching staff at FET colleges are defined as heads of department, vice-principals and principals
(post levels 3, 4 and 5) (Chapter 14).
Learner/educator ratio describes the average number of learners per educator in the school system.
The ratio is calculated by dividing the total enrolment of learners by the total teaching staff.
Special purpose historically disadvantaged universities comprise MEDUNSA and Vista University
(Chapter 15).
Throughput rates as defined at higher education institutions. Throughput rates in higher education
are defined institutionally as: the total number of students who graduate from a higher education
institution each year, as a percentage of the total number of students enrolled in that institution.
Throughput rates as defined in technical colleges refer to the number of learners who enrol at the
beginning of an education programme and who pass the examination at the end of the year. The
throughput rate is distinct from the pass rate, which is defined as the number of learners who pass
an examination expressed as a percentage of the total number of learners who qualify to write the
examination, and who actually write the examination. For example: A programme has 100 learners
who enrol in February at the start of the academic year. Ten drop out during the year. At the time of
the examination (usually in October/November of each year), 90 learners qualify to write, and 45
learners pass. The pass rate is therefore 50 per cent, but the throughput rate is 45 per cent  a lower
statistic reflecting the drop-out factor.
Tradables are goods that can be exported. In the context of industrial and trade policy, the term
refers to manufactured goods. In the broader economy it includes primary products (i.e. agriculture
and minerals) and, more recently, services (Chapter 3).
Wage goods are staple goods such as food, clothing and housing (Chapter 3).

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LIST OF TABLES AND FIGURES
Note: All this data can be downloaded in Excel format off the HSRCs Data Warehouse
website on
CONTEXT
Chapter 1 HRD and Joined-Up Policy
Table 1 Institutions critical to the development of human resources 5
Table 2 Estimated number of annual school-leavers who enter the labour market
for the first time and get jobs, 2000-2002 14
Figure 1 Average annual through-flow of school-leavers entering the youth labour market
for the first time, 2000-2002 13
Chapter 2 Overview of the South African Economy
Table 1 Real GDP growth in South Africa, 1996/97-2001/02 39
Table 2 Consumer inflation, 1996/97-2001/02 40
Table 3 Components of expenditure, 1994, 1996 and 2001 at 1995 prices (R million) 41
Table 4 Change in composition of gross capital formation, 1994 and 2001 (R million) 42
Table 5 Key fiscal indicators as percentage of GDP, 1995-2004 (MTEF projection for 2004/05) 47
Table 6 Consolidated national and provincial expenditure by service, 1998/99 and
2004/05 MTEF projection (R million) 51
Table 7 Average percentage spending growth by service, 1998/99-2003/04 52
Table 8 Average annual change in adjusted provincial expenditure, 1997-2003 52
Table 9 Consolidated national and provincial social service spending by sector,
1998/99 and 2004/05 (MTEF projection for 2004/05) (R million) 54

Table 10 Trends in consolidated national and provincial social service spending by sector,
1998/99-2004/05 (MTEF projection for 2004/05) (R million) 54
Table 11 Provincial social service expenditure by sector (nominal),
1997/98-2003/04 (MTEF projection for 2003/04) (R billion) 55
Table 12 Provincial education expenditure, 1997/98-2003/04 (MTEF projection for
2003/04) (R billion) 56
Figure 1 CPIX and real growth in GDP, 1996/97-2001/02 40
Figure 2 Gross capital formation in 1995 prices 41
Figure 3 Change in composition of gross capital formation, 1994-2001 42
Figure 4 Net foreign direct investment flows, 1993-2000 (R million) 43
Figure 5 Budget deficit as percentage of GDP, 1996/97-2004/05 (MTEF projection for
2004/05) (R million) 48
Figure 6 Government expenditure and real and nominal growth, 1996/97-2004/05
(MTEF projection for 2004/05)(R million) 48


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LIST OF TABLES AND FIGURES
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Figure 7 Consolidated national and provincial expenditure by service, 2004/05 MTEF projection 51
Figure 8 Consolidated national and provincial social service expenditure by sector,
2004/05 MTEF projection 53
Figure 9 Social service expenditure (nominal), 1997/98-2003/04 (MTEF projection for
2003/04)(R billion) 55
Figure 10 Sectoral shares of provincial expenditure, 2001/02 56

Chapter 3 Overview of Industrial Policy
Table 1 Trends in employment, 1991-2000 73
Figure 1 Growth in exports, 1991-2000 (weighted average annual growth rates,
constant 1995 prices) 71
Figure 2 South Africas exports to Africa, 1992-2001 (R thousand) 72
Figure 3 Composition of South Africas exports to Africa, 2001 72
Figure 4 Rates of output growth by technological composition (value added),
1994-2001 74
Figure 5 Factor intensity of South Africas exports, 1992 and 1999 74
Figure 6 Percentage change in demand for labour by industrial sector, 1991-2000 79
Chapter 4 The Skills Requirements of Specific Economic Sectors
Table 1 The impact of industry drivers on skills needs, short to medium term 93
Table 2 Projected growth (percentage) in the banking sector and GDP, 2002-2004 94
Table 3 Employment trends in media, printing and publishing compared with
aggregate employment and manufacturing employment trends, 1993-2002 103
Table 4 Output, wages and employment trends in the media, printing and publishing sector,
1993-2000 104
Table 5 Employment by occupation, 1998 104
Table 6 Contribution of selected sectors to GDP, 1999 105
Table 7 Tourism sector: Employment and direct contribution to GDP, 1997-2002 105
Table 8 Tourism sector: Employment, and direct and indirect contribution to GDP, 1997-2002 106
Table 9 Employment trends in manufacturing and tourism as a percentage
of aggregate employment, 1997-2001 106
Table 10 Employment by occupation, 2000 107
Figure 1 Real annual growth of the financial and businesses services sector
relative to the economy (GDP), 1990-2001 89
Figure 2 Change in employment in the financial services sector relative to
the economy as a whole, 1990-2001 89
Figure 3 Growth in the business services sector, 1996-2003 91

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Chapter 5 Employment and Labour Market Trends
Table 1 Private and public sector employment growth, 1995-2001 119
Table 2 Sectoral employment totals, 1995 and 2001 120
Table 3 Dominant employment sectors by percentage share of total employment,
1995 and 2001 120
Table 4 Tertiary employment growth by race, 1995-1999 124
Table 5 Narrow and broad unemployment in South Africa by location and gender, 2001 126
Table 6 Broad unemployment by race, location and gender, 2001 126
Table 7 Median monthly wage by race, 1995 129
Table 8 Median monthly wage by education level, 1995 129
Table 9 Median monthly wage by sector, 1995 130
Table 10 Median monthly wage by occupation and race, 1995 131
Table 11 International comparison of wage differentials 133
Figure 1 Total, formal and informal sector employment, 1996-2001 118
Figure 2 Share of employment by sector, 2001 120
Figure 3 Changes in employment by occupation, 1995-1999 122
Figure 4 Percentage change in employment and economically active
population (EAP) by race, 1995-1999 122
Figure 5 Percentage change in employment and economically active
population (EAP) by gender, 1995-1999 122
Figure 6 Percentage change in employment and economically active

population (EAP) by education, 1995-1999 123
Figure 7 Number of unemployed by age, 1999 (thousands) 127
Figure 8 Unemployment by education level, 1999 127
Figure 9 Categories of the unemployed, 1997 128
Chapter 6 The Informal Economy
Table 1 Formal and informal economy labour market trends, 1997-2001 147
Table 2 Proportion of formal and informal employment by race, 2001 148
Table 3 Proportion of workers in each race group by sector, 2001 148
Table 4 Proportion of workers in each sector by gender, 2001 148
Table 5 Number and percentage of informal workers by economic sector, 2001 148
Table 6 Number and percentage formal and informal workers by occupation, 2001 149
Table 7 Proportion of occupations in the informal economy by race, 2001 149
Table 8 Proportion of occupations in the informal economy by gender, 2001 150
Table 9 Number and percentage of workers in the formal and informal
economy by income category, 2001 151
Table 10 Households in South Africa by types of workers, 2001 153
Table 11 Proportion of formal and informal workers by education level, 2001 154
Table 12 Informal workers: Proportion by income level and education level, 2001 155


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Table 13 Informal workers: Percentage by education level and income level, 2001 155
Table 14 Regression results: Returns to education in the informal economy, 2001 156

Table 15 Occupations in the informal economy by education, 2001 156
Table 16 Ability to write and read in the formal and informal economy, 2001 156
Table 17 Mean time use for formal and informal workers, 2000 157
Table 18 Informal workers: Mean time use by gender, 2000 158
Figure 1 Histogram of formal workers by income level, 2001 150
Figure 2 Histogram of informal workers by income level, 2001 151
Figure 3 Proportion of African and white workers in the informal economy
by income level, 2001 152
Figure 4 Histogram of male informal workers by income level, 2001 152
Figure 5 Histogram of female informal workers by income level, 2001 152
Chapter 7 The Social and Human Development Context
Table 1 Poverty rates for TBVC areas and for South Africa as a whole, 1993 166
Table 2 Estimated South African population by province and gender, 2002 167
Table 3 South African population by province and race, 1996 168
Table 4 Percentage of the population which was urban, 1996 168
Table 5 Percentage race distribution of urban and non-urban population, 1996 168
Table 6 Provincial poverty rates by percentage, 1995 172
Table 7 Percentage race distribution by employment status and gender, September 2001 174
Table 8 Percentage of households with access to services, 1995-2000 177
Table 9 Percentage of urban and non-urban households with access to services, 2000 178
Table 10 Percentage distribution of women and men aged 25+ years by race
and highest level of education, 2001 182
Figure 1 South African population pyramid, 1990 and 2010 169
Figure 2 The waves of the AIDS epidemic (no-change scenario), 1990-2025 170
Chapter 8 The Impact of HIV/AIDS
Table 1 Projected life expectancy at birth, 1999-2010 191
Table 2 Projected changes in the size of the labour force, 2000-2015 191
Figure 1 HIV prevalence rate by gender and age group, 2000 (no-change scenario) 191
Figure 2 Percentage of HIV infection rates by main economic sector, 2000-2015 194
Figure 3 AIDS deaths per 100 workers in main economic sectors, 2000-2015 195

Figure 4 HIV prevalence rate by skill levels in the employed labour force, 2000-2015 198
Figure 5 AIDS prevalence by skill levels in the employed labour force, 2000-2015 198


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Chapter 9 Science Policy Indicators
Table 1 The decomposition of South African growth in GDP into the contribution
by factors of labour, capital and technological progress, 1970s-1990s 213
Table 2 The decomposition of growth in GDP into the contribution by factors
of labour, capital and technological progress: The South African evidence
by principal economic sector, 1970s-1990s 213
Table 3 Performance by South Africa on the indicators of TAI, 1990s 214
Table 4 Comparison between South Africa and eight countries on the core indicators
of technology creation and human skills 215
Table 5 Number of utility patents registered with the USPTO for South Africa and
countries with similar rankings in the World Competitiveness Yearbook, 1991-2001 217
Table 6 Scientific publications per million population, 1996-1999 219
Table 7 R&D income by source in the higher education sector, 1996-2000 (R million) 221
Table 8 Military R&D expenditure as a percentage of total R&D expenditure,
1983-1997 (R million) 224
Table 9 FTE R&D staff by research performing sector, 1997/98 225
Table 10 Gender and race distribution of masters and doctoral students, 1995 and 2000 229
Figure 1 South African patents registered with the USPTO (all types, 1990-2001) 216

Figure 2 Total scientific output, 1991-2000 218
Figure 3 Scientific publications by race, 1990-2000 220
Figure 4 Scientific publications by age cohort, 1990-2000 220
Figure 5 R&D expenditure in the higher education sector including estimated labour costs,
1996-2000 (R billion) 222
Figure 6 Research expenditure in the business sector, 1983-1997 (nominal R million) 223
Figure 7 Sources of R&D funding in 2000/01 in the science council sector (R thousand) 223
Figure 8 Distribution of military R&D expenditure in South Africa, 1980-2002 (R million) 225
Figure 9 R&D personnel and researchers per 1 000 members of the labour force, 1998 226
Figure 10 Headcount of instruction/research professionals at universities and technikons,
1985-2000 226
Figure 11 Racial distribution of instruction/research personnel at universities and technikons,
1990-2000 227
Figure 12 Gender distribution of research/instructional personnel at universities and technikons,
1985-2000 227
Figure 13 R&D personnel in the business sector (FTEs), 1983/84-1997/98 228
Figure 14 R&D personnel in the government sector (FTEs), 1983/84-1997/98 228
Figure 15 Masters and doctoral enrolments at universities, 1985-2000 229
Figure 16 University postgraduate enrolments in the natural and human sciences,
1995 and 2000 230


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Chapter 10 Skills Migration
Table 1 Emigration of professionals: Comparative figures for top destination countries,
1989-1997 238
Table 2 Emigration of professionals by destination: A comparison across three decades 244
Table 3 Immigration and emigration of skilled workers, 1988-2000 246
Figure 1 Professional emigrants as a percentage of total emigrants, 1970-2000 239
Figure 2 Net migration of professionals, 1970-2000 239
Figure 3 Migration of professionals during apartheid, 1970-1992 240
Figure 4 Migration of professionals in the post-apartheid era, 1994-2000 241
Figure 5 Emigration of professionals by age group, 1970-2000 242
Figure 6 Emigration of professionals by gender, 1971-2000 243
Figure 7 Emigration of professionals by destination, 1970-2000 243
Chapter 11 International Benchmarks
Table 1 Components of the human development index, 2002 259
Table 2 Human development index trends, 1975-2000 260
Table 3 Mean scores showing South Africas performance in the TIMSS, 1999 261
Table 4 HIV/AIDS indicators, end 1999 263
Table 5 Labour force participation rates in SADC countries 264
Table 6 Gini coefficient of the twelve most unequal countries, 2002 266
Table 7 High achievers in gender equality and womens empowerment 269
Table 8 Items on which South Africa ranks high on the world competitiveness index, 2001 271
Table 9 Items on which South Africa ranks poorly on the world competitiveness index, 2001 271
SUPPLY
Chapter 12 Public Expenditure on Education
Table 1 Actual education expenditure by province, 1995/96-1997/98 (R thousand) 285
Table 2 Consolidated education expenditure as a percentage of total national expenditure
and gross domestic product (R billion) 286
Table 3 Consolidated national and provincial education budget, 2001/02-2004/05 (R million) 286
Table 4 MTEF estimates for ABET by province, 2001/02-2004/05 (R thousand) 287
Table 5 MTEF spending estimates for ECD by province for the period 2001/02

estimated actual to 2004/05 (R thousand) 289
Table 6 MTEF spending estimates for provincial public schools by province,
2001/02 actual to 2004/05 (R thousand) 290
Table 7 Per capita spending in public schools by province, 2001/02-2003/04
(Rand values) 291


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Table 8 Average per learner allocation on the norms and standards for 2000 and 2001
(Rand values) 291
Table 9 MTEF estimates for technical colleges by province, 2001/02-2004/05 (R thousand) 294
Table 10 The average funding level of the SAPSE subsidy formula for universities by year,
1986-2002 296
Table 11 MTEF estimates for the national education budget, 2001/02-2004/05 (R thousand) 297
Table 12 Projected spending on the NSFAS, 2001/02-2004/05 (R million) 297
Figure 1 Real average annual growth of actual technical college spending for selected
provinces,1997/98-2000/01 293
Figure 2 Real year-on-year growth of actual higher education spending, 1997/98-2000/01 295
Chapter 13 Public Schooling
Table 1 Number of learners and growth rates in ordinary public schools,
1975, 1985, 1997 and 2000 305
Table 2 Learner enrolment by race, 1975, 1985 and 1994 305
Table 3 Learner enrolment by former departments in 1994, proportion of learners

writing the SCE and the SCE pass rate 306
Table 4 Number of learners and growth rates in ordinary public schools by province,
1997 and 2000 308
Table 5 Gross enrolment ratio (percentage) in the ordinary public and independent school
sector, 1975, 1985, 1997 and 2000 309
Table 6 Net enrolment ratio (percentage) in the ordinary public and independent school
sector by province, 1997 310
Table 7 Percentage of children enrolled according to age categories 7-13 and 14-18, 1997 310
Table 8 Repeater and dropout rates, 1997 311
Table 9 Years of effort to complete primary school and attain Grade 11 and 12,
1997 and 2000 312
Table 10 Number of state-paid and governing body-paid educators,
1975, 1985, 1996 and 2000 313
Table 11 Unqualified/underqualified and qualified educators, 1975, 1985, 1994 and 2000 313
Table 12 Percentage of schools with telephones, water, electricity, toilets and classroom
shortages, 1996 and 2000 314
Table 13 Results of the TIMSS-R Grade 8 mathematics and science achievement tests
(ranked by mathematics results) 316
Table 14 MLA average scores (by percentage) for numeracy, literacy and life skills tests
(ranked by numeracy results) 316
Table 15 Candidates enrolled for the SCE and passing by race,
1975, 1985, 1990 and 1993 317
Table 16 Full-time candidates enrolled for and passing the SCE, 1996-2001 318
Table 17 Number of SCE candidates in each province in 2001, the percentage decrease
over 2000, and the GER of SCE candidates and 18 year-olds 319
Table 18 SCE provincial average aggregate marks, 2001 319
Table 19 Number of SCE male and female candidates enrolled and passing, and as a
percentage of the total, 1996 and 2001 320

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Table 20 Number of SCE candidates who wrote and passed in total, number of
higher grade candidates passing, and pass rate, 1997, 1999 and 2001 321
Figure 1 Percentage of learners by race in each province, 1994 307
Chapter 14 Public Further Education and Training Colleges
Table 1 Technical college enrolments, 1991 330
Table 2 Enrolments by gender and race (percentage), 1990 and 2000 331
Table 3 Number of colleges by province, 1998 and 2000 331
Table 4 Pass rates (percentage) by vocational field for FTE enrolments by N-level, 2000 339
Figure 1 Colleges by size, 1998 and 2000 332
Figure 2 Merged colleges by number of campuses, 2000 332
Figure 3 College FTE enrolments at post-N3 level compared with total
enrolments in higher education, 2000 333
Figure 4 Total full-time equivalents enrolled in colleges by province, 2000 333
Figure 5 Participation rates by province, 2000 333
Figure 6 Growth in full-time equivalents, 1998-2000 334
Figure 7 Growth in full-time equivalents for both DoE and non-DoE programmes
by vocational field, 1998-2000 335
Figure 8 Growth of FTE enrolments for non-DoE programmes, 1998-2001 335
Figure 9 Percentage enrolments by programme area, 2000 337
Figure 10 FET and post-N3 level enrolments by programme area for DoE programmes, 2000 338
Figure 11 FET pass rates by province, 2000 339
Figure 12 Lowest and highest institutional pass rates by province, 2000 339

Figure 13 College council staff appointments, 2000 341
Figure 14 Percentage change in staff qualifications, 1998-2000 342
Figure 15 Gender profile of college staff by post level, 2000 343
Figure 16 Race profile of college staff by post level, 2000 343
Figure 17 Age profile of college students, 1998 344
Figure 18 Provincial FET college budget, 2000/01 346
Figure 19 FET budget as a proportion of provincial education budgets, 2000/01 346
Chapter 15 Public Higher Education
Table 1 University and technikon headcount enrolments by institution type and
CESM group, 2000 366
Table 2 University graduations by qualification level, various years, 1988-2000 368
Table 3 Technikon graduations by qualification level, various years, 1988-2000 368
Table 4 National Plan target ratios, enrolments and graduations by field of study, 2000 369
Table 5 Graduations by CESM group and category, 2000 371


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Table 6 Graduation rate: Current and NPHE benchmark 372
Table 7 Enrolments, graduations and graduation rates, various years, 1988-2000 372
Table 8 University and technikon graduation rates by qualification level and
CESM group, 2000 373
Table 9 University and technikon contact and distance success rates
by CESM group, 2000 374

Figure 1 Typical average annual outflow from school system, 2000-2002 359
Figure 2 Typical average annual flows into public higher education, 2000-2002 359
Figure 3 Typical average annual outflows from higher education, 2000-2001 360
Figure 4 Gross participation rates in public higher education, 1993 and 2000 361
Figure 5 Overall public university and technikon headcount enrolments,
various years, 1988-2002 362
Figure 6 University and technikon headcount enrolments by institution type,
various years, 1988-2002 363
Figure 7 Overall headcount enrolments by race, various years, 1988-2002 365
Figure 8 University graduations by CESM group, various years, 1995-2001 370
Chapter 16 Independent Schooling
Table 1 Independent schooling enrolments by race group, 1987-1990 385
Table 2 Independent schools survey responses by province, 2002 386
Table 3 Comparison of independent schooling enrolments and selected statistics
between the DoE and HSRC surveys, 2001 and 2002 386
Table 4 Cross-tabulation between size of schools and annual school-fee category, 2002 387
Table 5 Cross-tabulation between annual school-fee category and schools classified
by the predominant race group enrolled, 2002 388
Table 6 Registration of additional independent schools per annum by annual school-fee
category, 1990-2001 389
Table 7 Gender ratios for public and independent schools by province, 2001 and 2002 390
Table 8 Racial integration at Grade 12 level in public schools, 2001 391
Table 9 Racial integration at Grade 12 level in independent schools, 2002 391
Table 10 Educator/learner ratios for public and independent schools by province,
2001 and 2002 392
Table 11 Grade 12 learner participation rates in mathematics and physical science
for public and independent schools, 2001 and 2002 393
Table 12 Senior Certificate Examination pass rates for public and independent schools, 2001 393
Figure 1 Registration of additional independent schools per annum by annual school-fee
category, 1990-2001 389

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Chapter 17 Private Further Education and Training
Table 1 Growth of private FET provision, 1982-2001 401
Table 2 Learner age profile in private FET institutions, 2002 406
Table 3 Description of educational mode at private FET institutions:
Distance vs contact tuition, 2002 412
Table 4 Admission requirements at private FET institutions, 2002 412
Table 5 Private FET provider perceptions of learner motivation for choosing
to study at their institution, 2002 413
Figure 1 The inverted triangle of FET and higher education provision, 1999/2000 399
Figure 2 Types of private FET institutions, 2001 402
Figure 3 Learner enrolment at different NQF levels at private FET providers, 2002 403
Figure 4 Private FET learner enrolment by province, 2002 404
Figure 5 Enrolment at private FET institutions by province and race, 2002 405
Figure 6 Comparison of headcounts between public technical colleges (2000)
and private FET providers (2002) 405
Figure 7 Learner employment status by age at private FET institutions, 2002 406
Figure 8 Staffing ratio in private FET institutions: Part-time and full-time staff
per employment category, 2002 407
Figure 9 Formal staff qualifications at private FET institutions, 2002 407
Figure 10 Age profile of teaching staff at private FET institutions, 2002 408

Figure 11 Demographic profile per staffing category in private FET institutions, 2002 408
Figure 12 Comparison of race profile of teaching staff at private FET, public FET 409
and higher education institutions, selected years
Figure 13 Gender distribution of staff by employment category at private FET institutions, 2002 409
Figure 14 Programmes offered at private FET institutions by SAQA field, 2002 410
Figure 15 Programmes offered at private FET institutions by duration, 2002 411
Chapter 18 Private Higher Education and Training
Table 1 Headcount enrolments in 86 private higher education institutions
by certificating institution, 2001 421
Table 2 Headcount enrolments in 86 local and transnational private higher education
institutions by NQF level and certificating institution, 2001 422
Table 3 Headcount enrolments in 86 local and transnational private higher education
institutions by NQF field and certificating institution, 2001 424
Figure 1 Proportion of headcount enrolments in 86 private and public higher education
institutions by race and institution type, 2000 and 2001 426


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Chapter 19 Enterprise Training
Table 1 Enterprise training, 1986-1998 437
Table 2 Distribution of private sector enterprises by enterprise size and employment, 1997 440
Table 3 Measures of progress against key NSDS success indicators, 2002-2003 443
Table 4 Aggregate training rates, 2000-2002 445

Table 5 Percentage levels of training, 2000 446
Table 6 Percentage in-house vs external training, 2000-2002 448
Table 7 Enterprise training by occupation, race and gender, 2000 448
SCARCE SKILLS
Chapter 20 Forecasting the Demand for Scarce Skills, 2001-2006
Table 1 Sectoral growth rates, 2001-2006 464
Table 2 Number of workers retiring, 2001-2006 466
Table 3 Mortality rates by occupation, 2001-2006 467
Table 4 Additional occupational demand for specific high-skill occupations, 2001-2006 469
Table 5 Number of people needed to meet new and replacement demand, 2001-2006 469
Chapter 21 Educators
Table 1 Number of educators employed in state schools, 1975, 1985, 1996 and 2000 479
Table 2 Provincial learner/educator ratios by race, 1991 480
Table 3 Unqualified/underqualified and qualified educators, 1975, 1985, 1994 and 2000 481
Table 4 Enrolment in educator training, 1986, 1993 and 1997-2001 482
Table 5 Enrolment in educator training at universities and technikons, 2000 and 2001 482
Table 6 Demographic characteristics of the educator and non-educator workforce, 1995,
1997 and 1999 484
Table 7 Employment characteristics of the educator and non-educator workforce,
1995, 1997 and 1999 485
Table 8 Educator turnover characteristics of various provinces and at national level,
1998-1999 487
Table 9 Basic demographic characteristics of educators leaving and joining the teaching
force, compared with the entire teaching force, 1998-1999 487
Table 10 Work status of educators and non-educators, according to whether they are trained
as educators, 2001 490
Table 11 Salaries of educators and non-educators (rands per month) 491
Table 12 Conditional forecasts of the gap between demand and supply of educators,
2001-2015 494
Figure 1 Expected earnings advantage of educators over non-educators with equivalent

qualifications and age, 1999 (monthly salary in rands) 486


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Figure 2 Percentage of educators leaving and joining the profession, by REQV,
1998 and 1999 488
Figure 3 Age distribution of educators leaving, joining and staying in the profession,
1998 and 1999 489
Chapter 22 Academics
Table 1 Student growth rates at universities and technikons, 1965-2000 504
Table 2 Headcount totals for permanent research/instruction staff
at universities and technikons, 1985-2000 507
Table 3 Highest most relevant qualifications of permanent staff
at universities and technikons, 2000 508
Table 4 Age levels of permanent staff by rank at universities and technikons, 2000 509
Table 5 Race profile of permanent research/instruction staff, 1993-2000 510
Table 6 Gender profile of permanent research/instruction staff, 1993-2000 511
Table 7 Headcount figures for university-enrolled masters and doctoral students,
and the number of graduates in 1996 and 2000 514
Table 8 Headcount figures for technikon-enrolled masters and doctoral students
and the number of graduates in 1996 and 2000 514
Table 9 Headcount of doctoral graduates at universities by race and gender, 2000 515
Chapter 23 Medical Practitioners and Nurses

Table 1 Medical practitioners in employment, 2002 526
Table 2 Physicians per 100 000 of the population, by province, 2001 528
Table 3 New demand for physicians due to population growth at a 65:100 000 ratio,
2001-2011 530
Table 4 Replacement demand for medical practitioners, 2002-2011 531
Table 5 Number of medical practitioners qualifying at South African universities, 1991-2000 533
Table 6 Number of specialists qualifying at South African universities, 1991-2000 533
Table 7 General practitioners qualifying at South African universities, by population group
and gender, 1991-1998 534
Table 8 Specialists qualifying at South African universities, by population group and gender,
1991-1998 534
Table 9 Projected output of MBChB graduates, 2002-2011 535
Table 10 Comparison between the total number of positions that need to be filled and the
output of new graduates, 2001-2011 535
Table 11 Total employment of nursing staff, 2001 537
Table 12 Occupational distribution of nursing staff, 2001 538
Table 13 Geographical distribution of nursing staff per 100 000 of the population, 2001 540
Table 14 New and replacement demand for nurses, 2002-2011 541
Table 15 Enrolments for nursing courses, 1991-2000 543
Table 16 Graduates emerging from different courses, 1991-2001 544
Table 17 Projected gaps in the supply of nurses, 2001-2011 545


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