The purpose of this study was to investigate a gap that exists between the Department of Higher Education and Training policy formulation and the institutional capacity at a South African college in implementation of skills development with a view to identifying capabilities and shortfalls. Conventional heories indicate that major inhibitors concerning the effectiveness of training and skills development in the contemporary public education system are often related to poor motivation and satisfaction of educators, macro-economic variables, and policy in the public education system and evaluation monitoring of the impact of skills development and training on educators' competencies. This research encompassed the positivist research paradigm using a quantitative research method. A survey was an appropriate quantitative research technique for accomplishing the data collection. Primary findings indicated that the effects of skills development training on the performance of the public educators are often latent in the improvement of educators' skills and competencies, the educators' job satisfaction and motivation, and the development of public educators. Future research can explore the effects of work-based learning on the effectiveness of the process of skills development