Designing Inclusive Learnerships That Drive Workplace Diversity in South Africa
South Africa’s youth unemployment crisis and transformation goals share a common solution: inclusive learnerships.
Learnerships are more than skills programmes, they are pathways to equity, opportunity, and sustainable talent pipelines. Yet many companies miss the mark by focusing on compliance instead of impact.
Our latest Duja Consulting paper, “Designing Inclusive Learnerships That Drive Workplace Diversity in South Africa,” outlines practical strategies for HR leaders and executives to:
- Recruit inclusively beyond traditional networks.
- Support learners through mentorship and holistic guidance.
- Ensure workplace integration and meaningful absorption.
- Build diverse talent pipelines that fuel long-term transformation.
Featuring insights from South African organisations that are doing it right — including The Foschini Group — this paper serves as a roadmap for building inclusive workplaces that reflect our nation’s potential.
Introduction: Leveraging Learnerships for Diversity and Transformation
South African companies are increasingly turning to learnership programmes as a strategic tool to build a more diverse and inclusive workforce. A learnership is a structured, work-based learning programme (typically 12–24 months) that combines classroom instruction with practical on-the-job training, culminating in a registered qualification on the National Qualifications Framework (NQF). These programmes are managed by Sector Education and Training Authorities (SETAs) and are geared towards specific occupations – from finance and IT to manufacturing trades – ensuring that learners gain both theoretical knowledge and real work experience relevant to a particular role. By design, learnerships create a pipeline of talent by equipping individuals (often first-time job-seekers) with skills and exposure that make them work-ready.
Inclusive learnerships – those intentionally focused on underrepresented and disadvantaged groups – have become a powerful mechanism for advancing workplace diversity in South Africa’s context. Decades after apartheid, many industries remain demographically skewed at senior levels: for example, white South Africans (less than 10% of the population) still hold roughly 61% of top management roles, whereas black Africans (about 80% of the population) occupy only 18%. Similarly, women are outnumbered more than two-to-one in executive leadership. These gaps persist due to historical inequalities in education and employment access, as well as ongoing biases in recruitment and promotion. Inclusive learnerships directly tackle the “pipeline problem” by deliberately recruiting learners from previously marginalised groups – whether black African, Coloured or Indian South Africans, women in male-dominated fields, or people with disabilities – and fast-tracking their development. In a labour market paradoxically marked by high unemployment (youth unemployment remains staggeringly high, approaching 50% by official estimates) alongside critical skills shortages in many industries, learnerships offer a win–win solution. They bridge the gap between education and employment by producing skilled, experienced entrants ready to contribute from day one, while also broadening the talent pool to include those who might otherwise be overlooked.
Importantly for business leaders, championing inclusive learnerships is not just a feel-good social initiative – it’s a pragmatic strategy to enhance organisational performance and resilience. Research affirms that diverse teams drive better innovation and financial results. A 2023 McKinsey study found that companies with ethnically and gender-diverse leadership were significantly more likely to outperform their peers financially. In South Africa’s multicultural market, having employees who reflect the country’s broad mix of communities helps companies better understand customer needs and operate with cultural fluency. Inclusive learnerships thus serve as a catalyst for genuine transformation: they allow organisations to systematically build diversity from the ground up, while closing skills gaps and meeting business needs. The sections that follow discuss why these programmes are imperative in the South African context, and provide practical guidance on designing learnerships that truly drive diversity – from compliance considerations to recruitment, support, and success stories of companies leading the way.
The Imperative for Inclusive Hiring and Development in South Africa
Legal and Policy Mandates Driving Inclusion
South Africa has a robust legislative and policy framework compelling organisations to pursue equitable workplace representation of historically disadvantaged groups. The cornerstone is the Employment Equity Act (EEA), which obligates medium and large employers to implement affirmative action measures and achieve demographic representation at all levels. In 2023, government introduced stricter amendments under the EEA, including five-year sectoral targets for diversity, to hasten the pace of transformation. Non-compliance can invite penalties and now even the risk of companies being barred from government contracts if they don’t meet equity targets. Alongside the EEA, the Broad-Based Black Economic Empowerment (B-BBEE) legislation provides a detailed scorecard incentivising companies to invest in black talent and inclusive development. Skills development is a priority element of B-BBEE, carrying up to 20–25 points on the scorecard – one of the three “priority” areas that companies must address to avoid a level downgrade. Under the B-BBEE Codes of Good Practice, businesses are expected to spend a substantial percentage of their payroll on training black South Africans and ensure that about 5% of their workforce is made up of black people enrolled in learnerships, internships, or apprenticeships. There are also specific incentives for inclusivity: for instance, points (and tax deductions) for training black women, youth, and people with disabilities, and bonus points for successfully absorbing learners into permanent jobs. In short, South African law doesn’t just encourage inclusive learnerships – it demands them. Complying with these mandates is critical not only to avoid regulatory sanctions but to maintain access to markets. Many public and private sector clients require a good B-BBEE rating to do business, making skills development and diversity efforts a competitive necessity. Companies that proactively embrace these frameworks position themselves as responsible corporate citizens, enhancing their reputation and stakeholder trust by visibly contributing to national transformation goals.
Economic Imperatives and Business Benefits
Beyond compliance, there is a compelling business case for driving diversity through learnerships. South Africa’s economy suffers from a dual challenge: sluggish growth due to a shortage of critical skills, and massive unemployment that disproportionately affects the majority population. Investing in inclusive training programmes addresses both issues. By upskilling unemployed youth and employees from underrepresented backgrounds, companies expand the skilled labour pool and mitigate the talent shortages that hinder productivity. Learnerships are an effective mechanism to align training with industry needs – they are developed by industry bodies to ensure the curriculum matches real job requirements, producing graduates who can “hit the ground running” in their roles. Firms that implement these programmes report improved performance and service delivery due to having a pipeline of properly trained, competent staff ready to step into roles. In other words, growing your own talent through learnerships can give a clear competitive edge, especially when tapping into diverse perspectives that drive creativity and innovation.
There are also direct financial incentives. The government offers attractive tax rebates to encourage learnerships – currently up to R120,000 per learner who completes a registered learnership (and even higher for learners with disabilities), which companies can deduct from taxable income. In addition, firms can claim monthly Employment Tax Incentive (ETI) subsidies for each young trainee or employee under 29, which helps offset stipend or salary costs. When effectively managed, these benefits often outweigh the costs of training delivery. Furthermore, a strong record in skills development and diversity enhances a company’s appeal to investors and clients who prioritise Environmental, Social, and Governance (ESG) criteria. Seen in this light, inclusive learnerships are an investment in long-term sustainability: they ensure the organisation will have the human capital needed to grow, adapt and innovate in a fast-changing market, while also meeting stakeholder expectations around social impact. As one South African consulting report noted, diversity and inclusion are “critical drivers of innovation and competitiveness” – not just moral imperatives. Companies with a workforce that mirrors their customer base can better penetrate markets and foster loyalty, because employees bring nuanced insights into consumer behaviour across different communities. Ultimately, an inclusive learnership programme is a strategic talent pipeline that delivers measurable returns: higher productivity, lower recruitment costs (as trainees can be absorbed rather than hiring externally), and a workforce capable of tackling new challenges from multiple angles.
Social Imperatives and the Moral Case
South Africa’s social context makes inclusive workforce development not only a business need but a profound moral imperative. The legacy of apartheid left deep inequalities – millions of South Africans (predominantly black) were denied quality education and employment opportunities for generations. This legacy is still evident in today’s socio-economic indicators: poverty and joblessness are highest among the very groups affirmative programmes target. For example, as of 2024, the unemployment rate for black African women was nearly 40%, compared to about 8% for white males. People with disabilities face even harsher exclusion; although around 7.5% of South Africans live with disabilities, only about 1% of these individuals are employed. Such statistics underscore the urgency of creating pathways into the labour force for disadvantaged groups. Fostering diversity through learnerships is fundamentally about social justice and nation-building – giving individuals the chance to develop skills, earn a livelihood, and restore their dignity in a society that had systematically marginalised them. Every successful learnership that results in a permanent job for a young person or a person with a disability is a life transformed, a family supported, and a step toward redressing inequity.
Moreover, inclusive learnerships can enhance social cohesion within organisations and communities. When workplaces become more representative and inclusive, employees from different backgrounds learn to collaborate and respect one another, breaking down prejudices. Companies that actively empower previously excluded groups send a powerful message about equality and opportunity, helping to erode distrust and resentment that can otherwise fester in a divided society. In the long run, broad-based inclusion contributes to a more stable and prosperous society – reducing dependency on welfare, expanding the middle class, and creating role models that inspire others. It is also aligned with national priorities: the government’s National Development Plan 2030 explicitly calls for reducing inequality and unemployment, particularly among the youth. Corporate initiatives, such as learnerships, are highlighted as key vehicles to achieve these goals. By participating in such programmes, businesses demonstrate they are part of the solution to South Africa’s challenges, not only seeking profit but actively investing in human development. This strengthens the company’s brand and relationship with the public, employees, and regulators. In summary, the social and ethical case for inclusive learnerships is as strong as the commercial one – it is about fulfilling South Africa’s constitutional values of human dignity, equality and freedom in the workplace. Companies have both a responsibility and an opportunity to help realise these values by how they hire and develop talent.
Designing Inclusive Learnership Programmes: Practical Guidance
Creating an effective learnership programme that truly drives diversity requires careful planning and a commitment to inclusive practices at every stage – from recruitment and selection of learners, through training delivery and support, to assessment and transition into full employment. An “inclusive” learnership means more than just enrolling a mix of candidates; it means structuring the programme so that candidates from disadvantaged backgrounds can thrive and complete the programme, and ensuring the workplace is prepared to absorb them afterwards.
Below are key components and considerations for HR leaders and executives when designing such programmes:
1. Outreach and Recruitment of Diverse Learners
To design an inclusive learnership, start with inclusive recruitment. Often, the barrier to diversity is not a lack of talent, but a lack of access – the intended beneficiaries may simply not hear about the opportunity or may doubt it’s meant for them. It is crucial to broaden your sourcing channels beyond the usual methods to reach high-potential individuals in underrepresented groups.
Practical steps include:
Community and Education Partnerships:
Partner with schools, TVET colleges, universities in under-resourced areas, and community organisations to identify and refer suitable candidates. For example, engaging a local youth centre or disability advocacy group can help you reach candidates that mainstream job ads might miss. Many successful programmes tap into SETAs, which often have databases of unemployed youth (including those with specific demographics or qualifications) looking for learnership placements.
Targeted Advertising:
Craft recruitment messaging that explicitly encourages designated groups to apply. Use local radio, community newspapers, and social media to advertise the learnership in local languages where appropriate. Ensure the advertisement highlights that no prior experience is required and that the programme is intended to develop those with potential – this can encourage those who lack work experience (often the majority of disadvantaged youth) to step forward.
Inclusive Criteria and Unbiased Selection:
When selecting learners, focus on potential and motivation rather than just prior achievement. Many talented individuals from disadvantaged backgrounds might have lower school marks or no tertiary education simply due to unequal schooling, not lack of ability. Consider assessments that gauge learning potential, literacy and numeracy levels, or behavioural competencies relevant to the job, rather than relying solely on formal qualifications. Use standardized assessment tools and blind screening techniques (e.g. removing names and demographic info in initial sift) to mitigate biases. It’s also helpful to set diversity targets for the learnership intake itself – for instance, ensure at least half of the cohort are women, or include a certain number of candidates with disabilities, aligned to your diversity focus. This creates internal accountability to recruit inclusively.
By casting the net wide and lowering artificial barriers to entry, companies can assemble a learnership cohort that truly reflects South Africa’s diversity. Remember that learnerships are meant to give people a chance they wouldn’t otherwise have – recruiting top university graduates who already have ample opportunities may defeat the purpose. Instead, seek those with aptitude but without opportunity, and you will unlock immense talent. South African companies have found that partnering with external experts can help in this phase: for example, accredited training providers often handle recruitment and pre-screening, leveraging their networks to find candidates from designated groups. Whichever route you choose, recruitment must be intentional and mission-driven – you are not just filling seats, but empowering individuals who will diversify your workforce.
2. Support, Accommodation and Mentoring during the Programme
Once you have a diverse group of learners on board, the next critical design element is ensuring robust support mechanisms so that all learners can succeed. Many participants may be entering formal workplaces for the first time, or may face additional challenges (such as a disability, or coming from underprivileged schooling) that, if unaddressed, could hinder their progress.
An inclusive learnership programme proactively provides academic, emotional, and practical support to keep learners engaged and motivated:
Orientation and Foundational Training:
Begin with an orientation that acclimates learners to workplace norms and expectations – cover basics like professional communication, time management, and teamwork. Consider a short “bridging” module to bolster any foundational skills (e.g. computer literacy, business English) that will be needed during the learnership. This helps level the playing field for those who didn’t have exposure to such skills in school or university.
Mentorship and Coaching:
Assign each learner a mentor or buddy – ideally an experienced employee who can guide them day-to-day. Regular mentorship check-ins can help identify early if a learner is struggling with either the theoretical coursework or the practical tasks. In the case of GENRIC Insurance’s learnership programme, the company attributed its 100% completion and employment placement rate to the “strong mentorship investment” made in every learner – providing one-on-one coaching, resources and management oversight throughout the journey. This kind of support structure ensures learners do not fall through the cracks.
Inclusive Training Environment:
Make sure the training content and delivery are accessible to all. For learners with disabilities, this could mean providing assistive technologies (e.g. screen readers, hearing aids), wheelchair-accessible training venues and restrooms, or adjusted workstations. One training provider, SA Business School, actually built a dedicated training centre catering to the safety and support needs of disabled learners, which was key to the success of a programme that placed over 200 disabled youth into jobs. Even for those without disabilities, many come from poor backgrounds – something as simple as providing meals or a transport stipend can make the difference in attendance and focus. Allocate part of your budget for such accommodations.
Soft Skills and Emotional Support:
Incorporate soft skills training (e.g. communication, conflict resolution, growth mindset) into the curriculum, as these improve workplace integration. Additionally, consider offering access to employee assistance programmes or counselling for learners who may need to navigate personal challenges (stress, imposter syndrome, etc.). An inclusive approach recognises that learners are whole persons; by supporting their well-being, you improve their ability to learn and ultimately perform.
Progress Monitoring and Feedback:
Implement a system of regular evaluations to track each learner’s progress. This could include monthly reviews of on-the-job performance and quarterly assessments of theoretical knowledge. The goal is developmental feedback – identify areas where a learner is falling behind and intervene with extra tutoring or practice. For example, if a learner in an IT support learnership is struggling with a technical concept, arrange for a senior technician to provide additional coaching or simulate extra practice scenarios. High completion rates (often 80%+ obtaining the qualification) are usually a sign of a programme that monitors and supports each individual actively. In fact, SETA guidelines call for targets such as 80% certification and 70% job placement for learnership projects. Hitting these benchmarks typically requires a hands-on, supportive approach rather than a sink-or-swim attitude.
In designing support mechanisms, it’s useful to anticipate specific needs of your target groups. For instance, if your learnership aims to include more women in engineering, consider arranging onsite child-care or flexible schedules for young mothers. If you are recruiting youth from rural areas, provide or assist with housing near the training site. The more barriers you can remove, the higher the likelihood that all learners – regardless of background – will excel and complete the programme. An inclusive learnership culture essentially mirrors an inclusive workplace culture: it should be a space where everyone feels they belong and is set up to succeed.
3. Competence Assessment and Inclusive Evaluation
Assessment in an inclusive learnership is not just a gatekeeping exercise to see who passes or fails – it is a critical tool for learning and ensuring competence for all. Because learners come in with varied educational backgrounds, you may find some excel in hands-on tasks but struggle with written tests, or vice versa.
Designing fair, meaningful assessments involves a few best practices:
Clear, Outcomes-Based Assessments:
All assessments (tests, practical tasks, projects) should be directly tied to the learning outcomes of the qualification and the real skills needed on the job. Avoid overly academic or abstract exams that might trip up those less adept at test-taking but who can perform well in practice. For example, instead of a purely theoretical exam on customer service principles, have learners role-play a customer interaction or complete a simulated task that demonstrates those principles in action. This approach is more equitable and better evaluates actual job readiness.
Reasonable Accommodations in Assessment:
Ensure your assessment methods accommodate disabilities or other needs. This could include providing extra time on written exams for learners with dyslexia, offering oral exams as an alternative for those who struggle to write (if writing is not an essential job function), or allowing assistive devices. South African law (and good practice) requires reasonable accommodation in both learning and assessment for people with disabilities. Inclusive design means the assessment doesn’t inadvertently exclude someone who is otherwise capable of doing the job.
Continuous Assessment and Feedback:
Instead of one high-stakes test at the end, use continuous assessment so that learners accumulate credits/marks over time. Regular assignments, on-the-job evaluations by supervisors, and modular tests can all contribute to the final qualification. This way, if someone underperforms in one area, they have opportunities to improve and demonstrate competence in others. Make feedback timely and constructive – let learners know exactly where they need to improve and give them the support to do so before the programme ends.
External Moderation and Quality Assurance:
Work with the relevant SETA and quality assurance bodies to moderate assessments and ensure fairness. Having external assessors sample the work or re-check borderline cases helps maintain credibility and objectivity. It also reassures learners that the process is transparent. Encourage learners to voice any concerns about assessments – an inclusive environment treats such input seriously and can adapt if needed (for example, if a certain test question was misunderstood by many, one can reconsider it).
By upholding high standards and flexibility, the assessment process will uphold the integrity of the qualification while giving every learner a just opportunity to qualify. The end goal is that each certified learner truly meets the industry competence standards – which is beneficial for the employer – but that standard is demonstrated in a variety of ways, not just a single exam. In successful programmes, the assessment stage is rarely a surprise or ambush; because of good support and continuous feedback, learners and instructors know well in advance who is ready to qualify and where gaps remain so they can be addressed in time.
4. Transition and Absorption into Employment
The true measure of an inclusive learnership’s success is what happens after the training is completed. Does the learner secure a job or progression opportunity, ideally within your organisation? Designing for successful transition into employment (often called “absorption” in B-BBEE terms) is therefore essential.
From the outset, the programme should be aligned with real employment needs and commit to helping learners move into permanent roles:
Workforce Planning and Alignment:
Before launching the learnership, HR and business leaders should identify areas of the organisation (or industry) where these learners could be deployed after graduation. Design the programme with those opportunities in mind. For example, if your company needs more entry-level software developers and wants more women in IT, structure a learnership for female coding graduates and plan that upon completion, at least X number of junior developer positions will be available to absorb them. This alignment ensures the training isn’t happening in a vacuum – it is explicitly linked to forthcoming job openings or expansion plans.
Commitment to Hire (Absorption Targets):
Wherever feasible, set a target to absorb a high percentage of the learners into your own workforce. Many leading companies treat learnerships as a feeder for their talent pipeline – for instance, a bank might aim to hire 70%+ of its learnership graduates into roles like customer service, sales, or back-office operations. In South Africa, companies even earn bonus B-BBEE points for absorbing learners (typically if more than 50% of the cohort is hired). Beyond points, this practice ensures a return on your training investment. If business constraints prevent hiring all learners, work with industry partners to find placements for the rest. The GENRIC insurance case is a great example: after its 2024 learnership programme, the company hired several graduates internally and collaborated with the Insurance Institute to secure job interviews for the others at different firms – achieving full placement of the cohort. The message is clear: the “end-game” of a learnership should be meaningful employment, not just a certificate.
Bridging into the Role:
Facilitate the transition by preparing learners for the job search and integration process. This can include CV writing and interview preparation workshops towards the end of the programme, and arranging introductions to hiring managers or departments in need of talent. If your company has multiple divisions or subsidiaries, consider holding an internal “career fair” where learners can showcase their projects or skills to different team leaders. Additionally, any regulatory or professional certifications required for the job should be built into the programme. In the GENRIC example, learners were coached to pass the insurance Regulatory Exam during the learnership itself, so that they met all industry requirements and could seamlessly take up roles post-qualification. This kind of foresight greatly enhances employability.
Post-Learnership Support:
Don’t drop support abruptly on day 366. The first few months in a new job are critical for retention, especially for individuals from disadvantaged groups who may not have prior corporate experience. Companies can extend mentorship for graduates during their initial employment period, or create an alumni network so former learners can continue to support each other and share advice. Some organisations monitor the career progression of their learnership alumni as a metric of programme success over time. This long-term view helps in continuously improving the programme design and also signals to new learners that the company genuinely cares about their growth, not just ticking a training box.
By focusing on absorption, companies avoid the pitfall of “recycling” learners through endless internships or learnerships with no job at the end. As HR experts warn, treating learnerships as a tick-box exercise without clear pathways to employment “serves absolutely no purpose, and in fact only fuels misery and despondency” among young people. In contrast, when learners see a viable future with the company, their motivation soars and the business gains loyal, skilled employees who are already culturally integrated. From a national perspective, successful absorption is what turns skills development into reduced unemployment – exactly the outcome South Africa desperately needs. Forward-thinking companies therefore design their inclusive learnerships with the ultimate objective in mind: to permanently change the face of their workforce by bringing in new, diverse talent that will grow within the organisation.
Case Studies: Success Stories of Inclusive Learnerships in Action
To illustrate how inclusive learnerships can drive workplace diversity, here are several real-world examples from South African companies across different industries.
These case studies highlight practical approaches and the positive outcomes achieved:
Case Study 1 – Empowering Disabled Youth across Industries:
SA Business School & Corporate Partners. An outstanding example of a multi-industry collaboration is the SA Business School’s disability learnership initiative. In a programme run from 2023 to 2024, the school partnered with a host of companies in the manufacturing, engineering, financial services, food & beverage, and healthcare sectors to sponsor learnerships for unemployed youth with disabilities. The programme provided training in contact centre operations (NQF Level 2 and 4) and business administration, delivered in a fully accessible training facility equipped for various disabilities. The results were remarkable: over a three-month period, 208 disabled young South Africans (aged 18–27) completed the learnerships and were placed into permanent jobs – an absorption rate that vastly exceeds typical outcomes. Many of these jobs were created within the sponsoring companies’ own networks (such as call centres and customer service roles in their BPO subsidiaries). For the corporate sponsors, the benefits were twofold – they gained ready-trained employees and also maximised their B-BBEE skills development points and tax rebates through this project. More importantly, they helped change societal perceptions by proving that investing in people with disabilities yields skilled, productive team members. This case underlines the impact of providing extensive support (the training centre offered on-site mentors and was tailored for safety and comfort) and aligning with industry needs – the learners weren’t trained in generic skills but in occupations where there was actual hiring demand, ensuring their qualifications led directly to jobs. It stands as a blueprint for how working with a reputable training provider and focusing on a specific inclusion goal (in this case, disability empowerment) can dramatically improve workplace diversity and give disadvantaged youth a foothold in the economy.
Case Study 2 – 100% Success in Insurance Sector:
GENRIC Insurance’s Learnership Programme. GENRIC, a specialist short-term insurer (part of the Old Mutual group), launched an unemployed youth learnership programme to address talent gaps in the insurance industry while improving diversity. The 12-month programme, run in partnership with an industry training institute, enrolled 20 young people to earn an NQF-aligned qualification in Short-Term Insurance. What sets GENRIC’s approach apart is the thorough integration of the learnership with real job requirements and support structures. Learners not only studied insurance theory but also received assistance to sit for the regulatory exam important for any insurance practitioner. Each learner was paired with an experienced mentor within GENRIC’s business units, exposing them to various functions such as underwriting, claims, finance, and client service during the practical phase. The outcomes speak volumes: the 2024 cohort achieved a 100% pass rate, and by programme end, every learner had gained employment – some were hired into full-time positions at GENRIC, while the company’s partnership with the Insurance Institute helped secure job interviews for the remaining graduates across the sector. GENRIC’s Head of Human Capital, Melanie du Plessis, emphasizes that the ultimate goal is always absorption, reiterating that there is little value in training youth if they are not transitioned into careers. This case study highlights a few success factors: strong mentorship, clear internal buy-in to create roles for learners, and collaboration with external bodies to place those learners the company couldn’t absorb directly. It also showcases that even a medium-sized enterprise can run a high-impact learnership by focusing on quality over quantity – with 20 committed learners, they were able to devote ample resources to each, yielding a perfect completion and placement record. The result for GENRIC is a fresh infusion of skilled, diverse talent ready to grow in the company and industry.
Case Study 3 – Retail and Manufacturing Pipeline for Youth:
The Foschini Group (TFG). TFG, a leading retail group with brands across fashion, homeware and sports, provides a strong example of an ongoing commitment to inclusive youth learnerships at scale. Every year, TFG offers 12-month learnership programmes that target unqualified and unemployed youth, many of whom lack tertiary education. These learners are placed across TFG’s nationwide operations – from front-line roles in stores and contact centres to technical and supervisory roles in their manufacturing and logistics units. The programmes cover a variety of fields aligned to TFG’s needs, such as general retail management, merchandising, textile production, and IT support, all leading to accredited NQF qualifications. Crucially, TFG explicitly links the learnership to employment: at the end of the programme, those who perform well are likely to be absorbed into available permanent roles in the company. In practice, TFG has absorbed hundreds of learners over the years, feeding its growth with homegrown talent and simultaneously boosting its B-BBEE compliance. For example, a successful learner may become a store supervisor or a call centre agent within the group, embarking on a retail career that might have been inaccessible otherwise. TFG also partners with the government’s YES (Youth Employment Service) initiative to extend workplace opportunities to more young people, even those without any qualifications. The combination of learnerships and YES internships has allowed TFG to reach deep into communities and offer structured first-job experiences to large numbers of youth. This case illustrates how a large corporation can institutionalise inclusive learnerships as part of its business model – tying them to real job roles, running them continuously year-on-year, and thereby steadily transforming the demographics of its workforce, especially at entry and junior management levels. Many other major South African companies have similar programmes (in banking, telecoms, mining, etc.), but TFG’s is notable for its breadth (multiple disciplines) and its alignment with national development goals (explicitly supporting the National Development Plan’s aim of reducing youth unemployment).
These case studies demonstrate that inclusive learnerships can be successfully implemented across various sectors – from services and finance to retail and industrial contexts. Common threads include strong partnerships (whether with training providers, industry bodies, or government programmes), a focus on learner support and mentorship, and above all a clear path to employment for participants. The payoff is evident in each example: companies not only met their immediate skills needs but also advanced their diversity and inclusion objectives in a tangible way. Young people who once faced bleak job prospects are now contributing employees, some even progressing into higher roles over time. Such stories make a compelling argument to any sceptical executive that investing in inclusive learnerships delivers real business and social returns.
Actionable Recommendations for Employers
Designing and running an inclusive learnership programme may seem daunting, but organisations of any size or sector can adopt these proven strategies to make it work.
Below are actionable recommendations for HR leaders and executives looking to leverage learnerships to drive diversity:
1. Align Learnerships with Business Strategy and Diversity Goals:
Treat learnerships as a strategic talent investment. Identify which skills your organisation will need and which diversity gaps you want to fill, then tailor the programme accordingly. Setting clear objectives (e.g. “train 50 young black women as technicians to expand our maintenance team”) will guide recruitment and ensure top management remains committed to offering jobs at the end.
2. Secure Executive Buy-In and Oversight:
Ensure senior leadership endorses the initiative and is updated on its progress. This could mean assigning an executive sponsor to champion the programme. Leadership accountability (e.g. linking diversity learnership outcomes to managers’ KPIs) helps keep the focus on quality outcomes rather than just meeting numeric targets. A culture of inclusive growth has to start at the top.
3. Partner with Accredited Training Providers or Consortiums:
If your company lacks internal training capacity, collaborate with accredited providers or join industry consortium programmes. Experienced providers can handle recruitment, training delivery, and administrative compliance (SETA paperwork, assessments) on your behalf. This is especially helpful for smaller companies – you can still host learners for workplace experience while the provider ensures the formal training and certification are in place. Partnerships can also be formed with other companies to co-sponsor learnerships, sharing costs and pooling candidates, which can make it feasible for SMEs.
4. Maximise Funding and Incentives:
Take full advantage of the incentives available. Register your learnerships with the relevant SETA to qualify for discretionary grants that can subsidise training costs. Budget for and claim the SARS Learnership Tax Allowances – currently up to R120,000 per learner on completion – as well as monthly ETI for eligible youth. These can significantly reduce the net cost. Also, use the programme to boost your B-BBEE score by meeting the Skills Development targets (ensure the necessary documentation is in order for verification). Essentially, don’t leave “money on the table” – reinvest any grants or rebates into expanding or improving the programme.
5. Design for Support and Retention:
Plan the support structure early. Allocate mentors/buddies from among your staff and brief them on their role in coaching learners. Sensitise all employees who will work with learners about the importance of inclusion (perhaps run a diversity workshop so that line managers are prepared to lead mixed teams). Secure any needed resources for accommodations (e.g. budget for accessible equipment, extra tutoring, counselling services). Your goal should be to achieve high completion rates – monitor retention and intervene early if a learner is at risk of dropping out. High dropout rates may indicate an aspect of the programme needs adjustment, so treat it as a learning for continuous improvement.
6. Measure Impact and Iterate:
Define what success looks like and measure it. Key metrics may include: percentage of learners who complete the programme, percentage who obtain the qualification, percentage absorbed into jobs (within your company or externally), and their performance/retention one year after placement. Also track the B-BBEE points or other business benefits gained (e.g. productivity improvements, reduced hiring costs). Use these data to report back to stakeholders – success stories can build further support internally – and to refine future learnership intakes. For instance, if you find that learners from a particular recruitment channel had higher success, double down on that; if some support service was under-utilised, maybe resources can be reallocated. Treat the programme with the same rigour as any other business project.
7. Foster a Culture of Continuous Learning and Inclusivity:
Lastly, integrate the learnership programme into a broader ethos of learning and diversity in your company. Celebrate the graduation of learners, share their journeys in company communications, and encourage departments to consider how they can benefit from hosting learners. Provide diversity and inclusion training to all employees so that when learners from different backgrounds join, they enter a respectful environment. Over time, as former learners advance and perhaps become mentors themselves, you will create a virtuous cycle. Even if your company is small, these principles apply – an inclusive culture and commitment to employee development will amplify the impact of even a handful of learners and set you apart as an employer of choice.
By implementing these recommendations, organisations can create robust learnership programmes that are not only compliant with South African regulations but truly transformative for both the learners and the business. An inclusive learnership is an investment in the future – it builds the skills your company needs and opens doors for those who deserve a chance to participate in the economy. No matter the size or sector of your company, you can start with a pilot (even a few learners in one department) and scale up as you see the benefits. The experiences of leading firms have shown that the effort is richly rewarded in performance, innovation and reputation gains.
Conclusion
In conclusion, designing inclusive learnerships is a practical and powerful way to drive workplace diversity in South Africa while strengthening organisational capability. By aligning with legal frameworks like B-BBEE and Employment Equity, companies fulfill their compliance duties and access incentives that make these programmes financially attractive. More importantly, by focusing on inclusive recruitment, comprehensive support, and clear paths to employment, businesses can ensure their learnerships genuinely empower individuals from disadvantaged groups – transforming trainees into productive, long-term employees who bring new perspectives to the team. The success stories from different industries show that with commitment and thoughtful design, learnerships can achieve high completion and absorption rates, directly contributing to a more representative workforce. For HR leaders and executives, the message is clear: inclusive learnerships are not charity; they are smart investment. They build your talent pipeline, improve your B-BBEE scorecard, and contribute to social stability by tackling unemployment and inequality. In the competitive and fast-evolving South African marketplace, organisations that harness the full potential of the country’s diverse human capital will be better positioned to innovate and grow. An inclusive learnership programme is a tangible step in that direction – one that yields benefits for the company, the individuals involved, and the nation as a whole. It is both a business strategy and a nation-building exercise. By adopting the best practices and recommendations outlined above, any company can start or enhance its journey towards a more inclusive, dynamic and high-performing workplace – proving that diversity, when cultivated through development initiatives, truly is South Africa’s strength.
