The State and Trends of Learnerships in South Africa

On this page, we summarise the latest national picture of learnership activity in South Africa using official DHET statistics.

The goal is simple: show what the numbers are doing over time, explain what that likely means in plain language, and give applicants a practical way to think about opportunity volume, competition, and completion patterns.

We have obtained official verified data up until the 2023/24 financial year, which was released in June 2025. We will continually update this page as more recent data becomes available.

At a glance

  • Total registrations (SETA-supported learning programmes) in 2023/24: 148,960 learners, up 16.9% (+21,548) from 127,412 in 2022/23
  • Mix of registrations in 2023/24: Learnerships 79,275 (53.2%), Skills programmes 55,132 (37.0%), Internships 14,553 (9.8%)
  • Total certifications in 2023/24: 84,105 learners, up 10.5% (+8,005) from 76,100 in 2022/23
  • Mix of certifications in 2023/24: Skills programmes 52,666 (62.6%), Learnerships 23,826 (28.3%), Internships 7,613 (9.1%)
  • Quick reality check: 2023/24 is a strong recovery year, but totals are still below the system’s peak period (2018/19 in this series)

What this data covers (so we’re comparing apples with apples)

The charts below use DHET’s national table for SETA-supported learning programmes. It combines workers and unemployed persons who were registered and certificated in three programme types: learnerships, internships, and skills programmes. If you’re an applicant, this matters because it shows the overall “pipeline” volume and how much of it is learnership-driven versus shorter skills interventions.

A quick note on terminology: in this DHET table, “registered” reflects learners entering programmes (starts/entries) in the financial year, and “certificated” reflects completions recorded in that financial year. They do not always line up perfectly in the same year because programmes run over time and completions can lag.

How to read the charts (without over-interpreting them)

These charts are best read as trend indicators, not as a perfect annual pass-rate scoreboard.

The reason is timing: a learnership registered in one year may only be completed (certificated) in a later year. That said, the gap between registered and certificated is still very useful as a practical “throughput signal” and it often reflects real constraints (drop-offs, delays, workplace capacity, assessment bottlenecks, etc.).

You’ll also notice an asterisk on the 2021/22 totals in the DHET table. Treat that year as “useful, but slightly cautious” when comparing year-on-year change, and focus more on the multi-year pattern.

Trend Charts

Chart 1: Learnerships registered vs certificated (2011/12–2023/24)

This is the most applicant-relevant view because it isolates learnerships only. When registrations rise, it generally means more learnership opportunities are entering the system. When certifications rise, it suggests throughput is improving (or earlier cohorts are completing in larger numbers).

What to notice (plain-language observations):

  • Pre-COVID highs: Learnership registrations peaked at 111,681 in 2017/18 in this series, then softened before the big COVID-era drop.
  • COVID dip is unmistakable: Registrations fell to 46,546 in 2020/21, reflecting disrupted intake and workplace-based training constraints.
  • Recovery is real, but uneven: Registrations improved in 2021/22 (71,921), dipped in 2022/23 (60,809), then jumped strongly in 2023/24 (79,275).
  • The completion gap remains large: In 2023/24, learnership certifications were 23,826 versus 79,275 registered (about 30.1% if you compare within the same year). This is not necessarily indicating a high “failure rate” — but more hinting that learnerships have longer duration, higher drop-off risk, and slower completion reporting than short programmes.
  • Applicant implication: When registrations jump (like 2023/24), it often means more openings exist — but it can also mean more competition because these programmes are widely promoted and attract high volumes of applicants.

Chart 2: Total SETA-supported learning programmes registered vs certificated (2011/12–2023/24)

This view combines learnerships, internships, and skills programmes. It’s useful for spotting system-wide shocks (like COVID) and understanding whether growth is happening through longer programmes (learnerships) or shorter interventions (skills programmes).

What to notice (plain-language observations):

  • The peak period was 2018/19: Total registrations reached 271,704 and total certifications reached 212,424 in that year in this series.
  • COVID compressed the entire system: Total registrations fell from 222,210 (2019/20) to 118,541 (2020/21). That’s a major intake shock that many training systems globally experienced.
  • 2023/24 is a strong rebound year: Total registrations rose to 148,960 (up 16.9% on 2022/23), and certifications rose to 84,105 (up 10.5% on 2022/23).
  • Still below peak: Even with the rebound, 2023/24 registrations are still about 45% below the 2018/19 peak in this dataset, and certifications are about 60% below the 2018/19 peak. In other words: recovery is meaningful, but the system is not back to peak throughput yet.
  • Applicant implication: Recovery years tend to create more visible opportunities online; it’s worth being “application-ready” because intakes can open and close quickly once targets are met.

Chart 3: Registrations by programme type (learnerships vs internships vs skills programmes)

This chart answers a practical question: when the system grows or shrinks, which programme type is driving that change? It also helps explain why “certificated” totals behave differently, because short programmes often complete faster than long programmes.

What to notice (plain-language observations):

  • Learnerships drive the biggest “headline” volume: In 2023/24, learnership registrations were 79,275 (53.2% of all registrations in the table).
  • Skills programmes are a major second pillar: Skills programmes were 55,132 registrations (37.0%). This often reflects employer demand for shorter, job-linked training interventions.
  • Internships are smaller but important: Internships were 14,553 registrations (9.8%). Interestingly, the DHET notes a very large jump in internship certifications in 2023/24 compared to 2022/23, which suggests either improved throughput/reporting or a catch-up effect.
  • Applicant implication: If you’re applying broadly, don’t ignore skills programmes and internships — they may be quicker entry points that still build experience and can strengthen your profile for longer learnerships later. We also find the latest offerings and keep a repository of the latest Internships and Apprenticeships on our site.

Plain-language takeaways

If you only read one section on this page, make it this one. Here’s the “so what?” from the newest DHET numbers.

  1. The system is growing again: 2023/24 recorded 148,960 registrations, a big year-on-year increase from 2022/23. That usually means more openings entering the pipeline.
  2. The system is still rebuilding capacity: Even with the rebound, totals remain below the 2018/19 peak. That suggests the system hasn’t fully returned to peak training and completion capacity yet.
  3. Skills programmes complete fast: In 2023/24, skills programmes show certifications close to registrations in the same year, which fits their shorter duration and faster completion cycle.
  4. Learnerships have the biggest completion gap: In 2023/24, learnership certifications (23,826) are much lower than registrations (79,275). That gap can reflect time-lag, drop-offs, workplace capacity, and assessment throughput.
  5. Internships show a notable certification jump: Internship certifications increased sharply from 2022/23 to 2023/24 (2,051 to 7,613), which is worth watching as a trend.

The dataset used to generate these charts can be downloaded here: Download the dataset (CSV)

COVID dip and recovery (what the trend likely reflects)

COVID didn’t just reduce hiring — it also reduced the practical ability to run workplace-based programmes. Many workplaces restricted access, supervision capacity dropped, and training schedules were disrupted. The DHET trend line shows this clearly: registrations and certifications both fell sharply around 2020/21.

What’s encouraging is the rebound: 2023/24 shows a strong increase in registrations (+16.9% year-on-year) and a meaningful increase in certifications (+10.5%). In plain terms, the system is not “stuck” — it’s moving again. The bigger question now is whether completions can keep pace as intakes rise.

Understanding the completion gap (registered vs certificated) without confusing yourself

The registered-versus-certificated gap is real, but it’s easy to misread. A learnership registered this year might only be certificated next year (or later). So the same-year ratio is not a clean “pass rate.” Think of the gap as a sign of programme duration and throughput constraints rather than a simple success/failure score.

Still, the gap is useful because it highlights where learners and providers can struggle: attendance, workplace support, assessment readiness, and administrative delays can all affect whether certifications are achieved and recorded. In 2023/24, the overall system’s same-year certifications are about 56.5% of registrations, but learnerships are much lower, which matches the reality that learnerships are longer and more demanding than short skills programmes.

A useful extra insight from the DHET report: learnerships are heavily aimed at unemployed persons. DHET notes that in 2023/24, 19,062 workers were registered for learnerships (24.0% of learnership registrations), which implies the majority of learnership registrations are by unemployed participants. This aligns with what applicants experience: learnerships are often positioned as an entry pathway for unemployed youth.

What the NSDP 2030 and QCTO shifts imply (in plain terms)

Policy language can feel abstract, so here’s the practical version. The direction of travel in South African skills development is toward programmes that are more clearly linked to occupational demand, better quality assurance, and clearer pathways from training to work.

NSDP 2030: more demand-led skills and stronger workplace linkages

The NSDP 2030 emphasises aligning skills development to labour market demand and priority skills. For learners, this generally means you may see more programmes tied to specific occupations and sectors with clearer relevance, and more emphasis on programmes that include real workplace exposure rather than training-only experiences.

QCTO and the OQSF: occupational qualifications and consistent outcomes

QCTO’s role in occupational qualifications influences how programmes are structured, assessed and quality-assured. Over time, this can shift how some programmes are packaged and described in adverts. Practically, you may see more references to occupational pathways, structured workplace modules, and clearer assessment expectations.

Applicant implication: treat “programme quality signals” as important. Look for credible employers/hosts, clear programme structure, and application instructions that match official channels. If a listing is vague, asks for money, or has no credible host/SETA/provider context, be cautious.

What this means for applicants

  • Be application-ready: in rebound periods, intakes can fill quickly. The trend indicates that the strong rebound since COVID-19 will continue. Keep your CV and documents prepared as a clean PDF pack.
  • Track your applications: use a simple tracker so you don’t miss closing dates or lose the original links.
  • Don’t only chase learnerships: skills programmes and internships can be faster entry points and still build employability.
  • Make completion easier for your future self: plan transport, availability, and document compliance early — completion is where many people fall out.

Use the supporting guides we prepared on the site: Learnership Resources & Guidelines Hub

Sources