Fasset Considerations for learnership implementations March 2005 v

Fasset Considerations for learnership implementations March 2005

v. This document has been compiled based on learnership implementation experiences gathered during the Fasset management consulting pilot learnership implementation (pilot) projects. v. It is intended to guide all stakeholders (including employers, training providers and professional bodies) when implementing a new learnership in the workplace. We look forward to sharing any of your experiences regarding learnership implementation and welcome your contribution – please forward any hints, tips, challenges, etc. to Fasset. QA (contact details at back of document)

Considerations for learnership implementations: Employer size & capacity v The reasons for considering taking on learners may differ, The scope of services offered by the organisation, as well as the learner’s exposure to different areas of work need to be considered. v Employers, particularly smaller employers, need to consider the use of external assessors as well as external training. This may impact on the total cost of training learners. Employers, particularly smaller employers, should consider these additional costs when/if applying to Fasset for learnership funding. v Where there a limited number of learners per organisation, the costs of training may not be reduced (shared) economically across learners. In such cases, organisations could consider sharing training costs/resources with other organisations (although it is recognised that this might pose confidentiality issues) or identify external training providers who are able to deliver the training at a competitive cost.

Considerations for learnership implementations: Employer size & capacity v When taking on learners, Employers (particularly small employers) need to carefully consider their capacity to support learners, as well as associated training and assessment costs. Large and small employers have differing capacity to manage learnerships and, therefore, the number of learners, assessors and the ability to train will differ between large and small employers. This should be the determining factor for employers who are considering implementing learnerships. v Where employers have capacity constraints (i. e. may not have sufficient resources in-house to fulfill some of these roles) they can consider partnering with accredited Training Providers who may be able to fulfill some of these responsibilities (e. g. provide learner support and reporting functions). v The learnerships must meet the employers specific skills development needs and, therefore, it is recommended that Employers research learnerships and request additional information from SETAs (or Professional Bodies) prior to selecting and registering learners.

Considerations for learnership implementations: Learner level v If there is too much of a delay between the selection/recruitment of learners and the training (i. e. implementation of the learnership), it is possible that the learners will not be at an appropriate level for the learnership. Thus employers need to select/recruit learners and induct them (on the learnership and into the organisation, as required) as soon as possible before commencing training. This will help to increase the likelihoods of the learner successfully completing the learnership within the stipulated timeframes and in accordance with quality and assessment standards.

Considerations for learnership implementations: Managing Stakeholders v v Professional Bodies SGB NSB / SAQA Employers

Considerations for learnership implementations: Assessment v Methods v Validating the Portfolio of Evidence v Managing work rotation v Assessors & Cost of Assessment v Assessor Training v Evidence facilitators v Assessor Bureau v Assessment guides

The use of evidence facilitators in the Assessment Process can help to reduce the time spent by Assessors (SME’s in the process whilst still ensuring quality and consistency

Considerations for learnership implementations: Budgeting Considerations v Funding sources v Learnership Grants v SARS Tax Incentives v PDI Grants v Potential Expenses v v v Assessor Training Moderator Training Mentor Training Development of Assessment Guides Learner Support v Learner Allowances (e. g. travel; per diem) v Learner Induction v Learner Training (workplace and off-the-job)

Questions? Please contact Fasset. QA: Add Contact Details