This research examined the problem of poor retention of employees with scarce skills in the Limpopo Department of Agriculture. Employees with scarce skills were selected to participate in the research which focused on recruitment, selection and retention. Recruitment, selection and retention of line employees with valued skills are a major crises facing many institutions. The problem of poor retention and turnover of line employees with scarce skills has far reaching consequences in that dissatisfaction with working conditions causes additional turnover. To some extent, the Department can control the turnover rate of its employees with scarce skills. The research assessed recruitment, selection and retention of line employees with scarce skills in the Limpopo Department of Agriculture. The research concentrated on the reasons for poor retention of line employees with scarce skills, the extent of turnover of employees with scarce skills, what process do the Limpopo Department of Agriculture follow in filling vacant post and what interventions and measures do the Department undertakes to ensure compliance to the recruitment policy. A questionnaire was used to collect data from managers and line employees with scarce skills. A hundred (100) questionnaires were distributed and 67 were returned. The findings revealed that Limpopo Department of Agriculture can do more in retaining its valued line employees (those with scarce skills). The challenge of scarce skills in the Department is compounded by the high demand of for instance engineers, state veterinarians and researchers in South Africa. There is a war on scarce skills in South Africa, Generation Y needs resources, better working conditions and a better salary to be retained. The research findings were evaluated and possible strategies for improving recruitment, selection and retention of line employees with scarce skills are recommended. The Department should design a career progression path policy. This would assist in retaining scarce skills in the public sector. / Public Administration and Management / M.A. (Public Administration)

Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))