88 No. 37261 GOVERNMENT GAZETTE, 24 JANUARY 2014 This plan includes building an e-Skills curriculum and a competency framework and aims to focus on e-Literacy/e-astuteness as the foundation level. This is the ability of an individual to use digital devices and services in their day-to-day activities, whether it is at work, home or for personal interactions. 11.6.3 Further Education & Training (FET) A comprehensive Turnaround Strategy has been developed by the DHET for the 50 FET Colleges, which includes all 264 campuses. The aim is to improve the quality of both the teaching and the learning taking place at FET colleges. The overall capacity building will improve the employment prospects of these graduates and thus have a positive impact on the economy as a whole. Currently 13- 25% of students enrolled at FET colleges drop out each year with Level 2 of the National Certificate Vocation experiencing the highest dropout. The NDP aims to increase graduation levels to 75% in 2030 from the 40% experienced in 2010. A comprehensive and thorough evaluation of new courses and curricula is required that include careers in the ICT sector. 11.7 Workplace Training The MICT Seta asked its members to assess what held back graduates (school, college, technology, and university graduates) from progressing either in a job or to further studies. Several patterns emerged with regards to the shortcomings related to generic skills sets. The gaps include: business management skills; language proficiency skills; work ethics; critical thinking skills; life skills; communication skills; computer skills and financial skills. On-the-job training and short courses have been identified as the approach to take for workplace training. Advances in technology require on-going learning in the workplace to continuously improve efficiencies. This requires self-learning, and both informal and structured on-the-job e-Skills transfer between employees. 11.8 Adult Training The Department of Higher Education and Training (DHET) is currently reviewing policies and programmes to restructure adult basic education and training (ABET). This includes being more responsive to needs and expanding programmes and access to these programmes. The MICT Seta will need to consider these policies and plan accordingly for ABET programmes in the sector 11.9 Promoting Innovation and Supporting Research & Development Greater access to technology opens up a world of possibilities, and with South Africa's mobile penetration of 136% and Internet access of 35% we are on the cusp of being able to grow and develop our e-astuteness. With more people accessing smartphone technology, Internet access will increase and with it access to information that can inspire and grow potential and knowledge across all ages. To promote innovation, a thriving and coordinated research focus is needed, which in turn promotes further innovation. The unstructured and fragmented research that has characterised South Africa's approach has not been able to address its capacity needs. A fully integrated and coordinated framework is required that aligns to the priorities of the NDP and the national skills plan. To this end an aggregated data analysis of South Africa's needs and skills gaps in relation to new global technological trends is urgent. 84 This gazette is also available free online at www.gpwonline.co.za