FASSET SKILLS DEVELOPMENT FACILITATOR WORKSHOP An Introduction to

FASSET SKILLS DEVELOPMENT FACILITATOR WORKSHOP An Introduction to the Role of the SDF Presented By: Thrive Learning Facilitation Andrea van der Westhuizen

Overview Section 1: Understanding the Structures & Relationships between SAQA & SDA Legislation Section 2: Assessment & the NQF Section 3: Developing the Strategic Role of the SDF Section 4: Developing & Implementing a WSP Section 5: Levies and grants Section 6: Understanding Learnerships Section 7: Implementing and managing Learnerships

Section 1 Understanding the Structures & Relationships between SAQA and SDA Legislation

Department of Education ¢ ¢ ¢ SAQA Act passed in 1995 SAQA responsible for: l Overseeing the development & implementation of the NQF l Formulating policy & criteria for registration of various bodies (ETQA/Standard Advisory Panels/ SGB’s) l Responsible for registration of unit standards & qualifications l Ensure the unit standards & qualifications are Internationally comparable New NQF Act of 2008

National Qualifications Framework ¢ NQF – A vehicle for: l l l ¢ The eradication of unjustness The achievement of reconstruction & development goals The transformation & the promotion of quality in education & training It does this by: l l l Creating an integrated national framework of learning achievements; Facilitating access to mobility & progression within education, training & career paths; Enhancing the quality of education & training; Accelerating the redress of past unfair discrimination in education, training & employment opportunities and thereby; Contributing to the full personal development of each learner and the social & economic development of the nation at large.

Structure of the NQF Level Band Types of qualifications & certificates 10 Higher Education & Training Band Doctorates 9 Masters Degrees 8 Post graduate Diplomas and Professional qualifications 7 Bachelors Degrees and advanced Diplomas 6 Diplomas and advanced certificates 5 Higher Certificates and Advanced National (vocational) Certificates. 4 Further Education & Training Band School/College/Trade Certificates E. g. Matric or N 4 3 School/College/Trade Certificates E. g. Grade 11 or N 3 2 School/College/Trade Certificates E. g. Grade 10 or N 2 1 General Education & Training Band Grade 9 ABET level 4 (10 years of education) Grade 7 ABET level 3 (8 years of education) Grade 5 ABET level 2 (6 years of education) Grade 3 ABET level 1 (4 years of education)

Some Changes Qualification Framework ¢Higher Education Qualifications Framework (HEQF) Quality Councils Council on Higher Education (CHE) with its Higher Education Quality Committee (HEQC) ¢General and Further Education Umalusi and Training Qualifications Framework ¢Occupational Qualifications Framework (OQF) Quality Council for Trades and Occupations (QCTO) A new Occupational Learning System (OLS) which is market and job focused rather than purely learner focused

Department of Labour ¢ ¢ Skills Development Act passed in 1998 with the intention of: l Develop skills of S. A. workforce l Increase levels of investment in education & training in the labour market l Improve the return on investment l Encourage employers to use the workplace as an active learning environment l Provide employees with opportunities to acquire new skills Set up the Seta system and the grant claim processes

The Seta System ¢ ¢ 23 different Seta’s to cater for each industry’s need 2 main functions: l To identify & address skills needs in their sector. Through: • • l Compile & implement of the sector skills plan The SDL grant claim process (WSP & ATR) Establish & promote learnerships Discretionary grants & special schemes Quality assure education & training in their sector. Through their ETQA they: • Accredit training providers (quality checks, monitoring & moderations)

The NQF Dept of Education SA Qualifications Authority (SAQA) 8 7 6 5 (HETC) Higher (FETC) 4 3 2 Education 1 (GETC) General Education Further ABET Standards Advisory Panels Dept of Labour Education SKILLS DEVELOPMENT STRATEGY National Skills Authority (NSA) SCHOOL SETAs NLRD Sectoral Education & Training Authority ETQA’s Education & Training Quality Assurers Standards Generating Bodies Providers Learners SGB’s SARS Companies 1% Levy

Section 2 Assessment and the NQF

Unit standards – what are they? ¢ A unit standard is: l l ¢ A collection of knowledge, skills and attributes in which a candidate must prove competence (in a structured assessment) to gain credits on the NQF a “portable module of competency” A unit standard document describes: l l l a coherent and meaningful outcome of learning that we want recognised nationally (title), the smaller more manageable outcomes that make up the main outcome (specific outcomes), the standards of performance required as proof of competence (assessment criteria). You can see unit standards & qualifications registered on the NQF on www. saqa. org. za

Assessment By completing an assessment learners are declared competent and awarded a unit standard(s) and credits on the NQF Assessment is therefore: ¢ A structured process for gathering evidence and making a judgment about an individual’s performance in relation to registered national standard(s)

More about assessment…. ¢ Assessment will reflect your: l l Practical competence – perform a set of tasks Foundational competence – understand what & why you are doing the task l Reflexive competence – you can integrate what you know and perform in a different context ¢ Good assessment is: l l Structured Transparent Negotiated Objective

More about assessment…. ¢ ¢ ¢ Formative assessment: This takes place during the process of learning and teaching Summative assessment: This is carried out against a registered unit standard and usually takes place at the end of a learning programme. Types of assessment: l l l l Observation Demonstrating & questioning Exams & Tests Oral tests Projects/assignments Computer based training Role play simulations What type of assessment works best for you?

What is RPL? A process whereby people are given formal recognition for the skills & knowledge they already have, regardless of where the learning took place. They will complete an assessment, similar to what is described above and in return will be certificated and granted unit standards in accordance with their competence.

Need more information? Your workbook has lots of information on these topics. Have a look under Section 1 and 2 for more detail The workbook can be found on the Website: www. fasset. org. za

National Picture activity Can you see how these structures relate to each other? Their functions? Can you see what the role & functions are of the people involved and the structures in place? ?

Section 3 Developing the Strategic Role of the SDF

What do SDF’s do? What do you think SDF’s do? ¢ What skills would they need? ¢ What knowledge would they have to have? ¢ What attributes would they have? ¢

SDF Roles ¢ ¢ ¢ Promote a learning culture in organisations Co-ordinate planned education, training and development in an organisation Advise on the alignment of skills development objectives and practices with strategic objectives in an organisation Advise on the establishment and implementation of a quality management system for skill development practices in organisations Assist the employer and employees to develop a workplace skills plan which complies with the requirements of the Seta (including a training committee) Serve as a resource with regard to all aspects of skills development & Seta initiatives

In other words you are a: ¢ ¢ ¢ Facilitator: To facilitate the development of an employer’s skills development strategy. Expert: To serve as an expert resource for accrediting the employer and for the employment and accreditation of appropriate learnerships and skills programmes. Administrator: To draft and submit the workplace skills plans and annual training reports. Advisor: To advise the employers and employees on the national skills development strategy and on the implementation of its workplace skills plans. Education and needs evaluator: To assess the skills development needs of the organisation. Mediator: To serve as a contact person between the employer and the relevant Seta.

SDF skills Planning ¢ Organising & coordinating ¢ Communicating ¢ Facilitating ¢ Listening & questioning ¢ Researching ¢ Evaluating ¢

SDF Knowledge & Attributes ¢ Knowledge: l l SD legislation Business strategy: • Vision • Mission • Operational issues ¢ Attributes: l l Relationship building Objectivity Integrity Conflict resolution

Training Committees What do you think training committees should do? ¢ What does your committee do? ¢

Objectives of the Training Committee ¢ ¢ ¢ ¢ ¢ Provide input to and endorse workplace skills plan (WSP). Advise the organisation on implementation of the WSP. Ensure WSP addresses employment equity (EE) issues and EE plan. Compliance with international and national legislation. Provide input to and ensure compliance to skills development quality assurance system. Monitor and report on implementation of skills development strategies. Ensure support of learners throughout skills development implementation. Monitor and report on skills development budget expenditure. Communicate with key skills development stakeholders (internal and external). Create awareness of and promote skills audits and individual development plans.

Role of the Training Committee Monitoring; Budget (cost centers, people, comply to plan) WSP/ EE plan Communication; Road shows/ newsletters Obtain buy-in and commitment Promote concept Liaise with others Other; Re-introduce cultural diversity training SGB involvement Implementation strategy Support EE plan Assessment System; Assessors RPL Quality Assurance Systems Learnerships Head office policies and procedures Training Committee Compliance with legislation; SDF WSP Implementation Timeframes Reporting International Skills Audit and Development Plans; Job profiles SWOT skills analysis People assessment/ career pathways Evaluation TC mandate; establish milestones capacity building vision, mission, scope job profiles for committee (role of individual vs role of group) and responsibilities time to invest

Section 4 Developing and implementing a WSP

WSP process ¢ Why is planning your organisation’s training & development important? l l Buy-in & co-operation Certainty – resource allocation Assists with change and transformation issues Implementation and measurement Where are you now and where do you want to be? ?

WSP Process: ¢ Understanding all the influences or “inputs” into your training plan. These could include: l National issues – legislation (OHS? ), industry expectations (CPD? ), macro economic issues, market changes etc. Can you think of anymore? l Company issues – Vision & mission, business strategy & objectives, transformation (EE & BEE), productivity, succession & career planning, health & safety, budget, skills gaps etc. l Individual issues – individual requests & ambitions, employee performance/competency issues, personal development plans, soft skills & ABET etc.

Activity What are the issues in your environment? National l Company & l Individual l

WSP planning process cont. Ensuring inputs from all areas are included – i. e. top down & bottom up ¢ Prioritise and sort in consultation with your training committee (& sometimes line management) ¢ Allocate training providers to beneficiaries ¢ Capture information into the WSP ¢ Obtain buy-in and sign off ¢

Conducting Skills Audits ¢ An organisational skills audit will entail: l l Understanding vision, mission, strategy and objectives of the business Determining what the skills are required if the organisation is to achieve goals Assessing current skills Identifying the gap and facilitating the bridging of that gap

Scarce & Critical Skills The Dept of Labour has also mandated the Seta’s in recent years to gather urgent data on Scarce and Critical Skills. ¢ ¢ Scarce Skills: people to fill job vacancies are scarce Critical skills: specific skill that is “critical” to the full functioning of a person within their job These skills are linked to a coding system to enable cross sector and national research – these are called OFO codes (Organising Framework for Occupations)

The ATR/WSP Template Take 10 minutes to have a look through the template. ¢ Can you see: The training you completed last year? l Skills priorities for last year and this upcoming year? l The employee profile? Disabled & employee categories? l The training you are planning this year? l

Section 5 Levies and Grants

Where your money goes. . . Your Company Receive up to 70% back from successful claims During the year you can claim for: Mandatory Grants: Workplace Skills Plan (WSP) and Annual Training Report (ATR) Fasset Receive up to 20% back to Fasset Submit grant claim Allocates the levy Receive 50% back of levy paid SARS Submit ATR & WSP to SETA Pays Skills Development Levy to SARS (1% of your company’s total remuneration) Strategic Cash Grants SETA retains 10% levy for admin purposes 20% of levy goes to the National Skills Fund for learnerships

Mandatory Grant 10 th Levy Year: ¢ 1 April 2009 to 31 March 2010 Submission deadline is 30 June 2009 (with extension to 31 July 2009 in case of Force Majeur) ¢ This is for the combined document: l l ATR (2008 – 2009) WSP (2009 – 2010) And will lead to a 50% of your annual SDL grant rebate

Strategic Cash Grant This is a grant that includes your remaining 20% of annual SDL. You can claim this through undertaking education and training interventions in certain strategic skills priority areas for the financial year 2009/10 from 1 April 2009 to 31 March 2010. See www. fasset. org. za for more details on the strategic skills priorities and the criteria for claiming these grants

Learnership Cash Grants are available for: ¢ ¢ SDL Paying employers Non-levy paying employers For the employment of black learners, the grant is as follows: ¢ ¢ ¢ 1 year (12 months): R 11 000 2 year (24 months): R 18 000 3 year (36 months): R 27 000 For the employment of learners with a disability: ¢ ¢ ¢ 1 year (12 months): R 19 250 2 year (24 months): R 31 500 3 year (36 months): R 47 250

Learnership Cash Grant Tax rebate available for all learners on a enrolled on a learnership! See www. fasset. org. za for more details on the criteria for claiming these grants

ABET Programme ¢ ¢ Designed for adult learners to improve literacy and numeracy skills Enable them to further their path on the NQF ABET consists of 4 levels: ¢ ¢ ABET level 1 (= Std 1 / Grade 3) ABET level 2 (= Std 3 / Grade 5) ABET level 3 (= Std 5 / Grade 7) ABET level 4 (= Std 7 / Grade 9) Fasset programme will deliver ABET levels 1 -4. Each level takes approximately 120 hours per learning

ABET Programme Contact : Mr Samson Baloyi - Triple E Training Tel: (011) 953 -1663 Cell: 083 627 4556 Fax: (011) 660 -5827 E-mail: samson@eee. co. za

Development Projects All development Projects are geared towards addressing the poor demographic profile within the sector in line with the NSDS targets. The current projects are: ¢ ¢ ¢ Bonani Workplace Readiness Programme 2007 – 2010 Thusanani Workplace Readiness Programme 2007 – 2009 Thuthuka Programmes University of Fort Hare (UFH) Postgraduate Programme Full time CTA Programme ORT CAT Work Readiness Programme Full details of development projects available on www. fasset. org. za under Fasset Development Projects.

Section 6 Understanding learnerships

Learnerships What do you think a learnership is? And what is it NOT?

Learnerships ¢ ¢ ¢ An apprenticeship on steroids! SAQA Qualification - structured programmes. Public documents registered by ETQA’s 18. 1 (previously employed) or 18. 2 (unemployed) Across the NQF 3 -way contract – employment contract terminates at the end of the learnership

Difference between learnership & apprenticeships APPRENTICESHIPS LEARNERSHIPS Focus on practical skills only, with some theory at technical college Combine theory and practice, and include “non-trade” areas at different levels, for different occupations Aimed at younger people starting work Available for all generations Aimed at new entrants/students to the job market Available to new entrants and existing employees Time-based learning Competency-based learning that allows learner to move at their own pace Controlled by Industry Training Boards now the SETAs Three party agreement, signed by the employer, Training provider and learner, registered with SETA Trade test at Central Organisation of Trade Testing now called Indlela to qualify Competency based assessment against registered national unit standards to be awarded a national qualification

Section 7 Implementing and managing learnerships

What do you need to do to implement a learnership? 1. Get a list of registered learnerships from the Department of Labour or Fasset 2. Match these to your defined skills needs 3. Gain accreditation as an employer (and/or training provider) with the relevant ETQA 4. Sign a learnership agreement with the training provider and the learner and employ learners (sign an employment contract) 5. Discuss and agree to the curriculum for the learnership with the training provider

What do you need to do to implement a learnership cont. …. 5. Provide learning to the learners according to the learnership curriculum 6. Work closely with the training provider in managing the learnership process 7. Provide support to the learner through mentoring and feedback 8. Assess the learner 9. Moderate assessment and assessors 10. Keep records and submit reports to the ETQA

The learnership agreement Rights & obligations: ¢ ¢ ¢ Learner: l Must be afforded the opportunity to practice what they learn theoretically l Employee rights as per the contract of employment l Must practice what they have learnt theoretically l Must keep commitments to employer and training provider Employer: l Keep funding responsibilities (training provider, assessment, stipend etc) l Mentor & coach and provide/support assessment processes Training Provider: l Training provision and guidance l Assessment processes

In other words a learnership must include: ¢ ¢ ¢ Clear documented understanding of what is expected of all role-players Planned, systematic experience of a range of work activities Specified learning and assessment tasks Scheduled times for learners to come together Clear guidelines on what and how learners will be assessed

Funding and Grants o o o Employer usually manages the learnership – including any funding (if applicable) Unemployed/pre-employed learner will be paid an allowance Learner gains work place experience Learner learns at the training provider Previously employed learner will receive a negotiated salary

Learnership costs may include: ¢ ¢ ¢ ¢ Cost of training provision Equipment and technology Assessment Training and capacity building Professional registration Travel Accommodation (if required) Allowances

The role of the Fasset ETQA: o o o o Check the status of previously registered companies and training centers and where the required standards are met, issue accreditation Accredit training providers Evaluate and moderate assessment Advise employers on which accredited training providers to use Assist with the evaluation of skills development programmes Conduct quality systems audits Facilitate the training of workplace assessors

Quality Assurance Partners (previously: agent ETQA’S) o Some examples of QAPs: • • • o Institute of Certified Bookkeepers (ICB) Association of Certified Chartered Accountants (ACCA) South African Institute of Professional Accountants (SAIPA) SAICA is an independent ETQA (not a QAP)

Fasset information requirements 1. The number of learners enrolling for programmes, though the learnership agreements that are registered 2. Learner progress and qualifications, credits achieved 3. Post learnership tracking of learner’s progress

Reporting and administration systems needed for a learnership ¢ Original or copies of the following: l l l l l Learner agreements/contracts Standard forms and reports Assessment guides Training manuals Employment contracts Code of conduct Certificates Grievance and appeal discussions/proceedings Progress reports Placement records

Same examples of Fasset learnerships… Title NLRD number NQF level Professional body Chartered Management Accountant 20400 7 Chartered Institute of Management Accountants (CIMA) Accounting Technician 20402 5 Fasset Registered Bookkeeper 20363 4 Institute of Certified Bookkeepers (ICB) National Diploma: Technical Financial Accountant 36213 5 Institute of Certified Bookkeepers (ICB) Certificate in Business Accounting 24418 5 Chartered Institute of Management Accountants (CIMA)

Any thoughts? Do you think learnerships are a good idea? ¢ Could you implement learnerships in your organisation? ¢ Would you know how to? ¢

Tools to assist you in your SDF role ¢ ¢ ¢ Fasset website: www. fasset. org. za On the website you can gain access to the following: • Download all the reports you are required to complete for the grants • Latest Fasset information • List of all the relevant Fasset contacts • List of Fasset learnerships • List of SIC Codes Telephone a Fasset skills advisor who is always willing to assist you in your role as SDF

Questions? It has been a privilege – thank you! Andrea van der Westhuizen andrea@thrive. co. za 0861 THRIVE (847483)