An Introduction to the Role of the SDF

Presented By:Presented By:Thrive Learning FacilitationThrive Learning Facilitation

Andrea van der WesthuizenAndrea van der Westhuizen

FASSET SKILLS DEVELOPMENT FASSET SKILLS DEVELOPMENT FACILITATOR WORKSHOPFACILITATOR WORKSHOP

Did you know….?

The average spend as a percentage of payroll in: A European company is 6-8% A USA company is 5% In South Africa is about 0,5%

In SA we import welders from Malaysia?? Pre-1994 the average spend on a black South

African child was R1 compared to R8 for every white child

Given this history….where do we go to from here??

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

Understanding the Structures &

Relationships between SAQA and SDA Legislation

Section 1

Department of Education

SAQA Act passed in 1995 SAQA responsible for:

Overseeing the development & implementation of the NQF

Formulating policy & criteria for registration of various bodies (ETQA/Standard Advisory Panels/ SGB’s)

Responsible for registration of unit standards & qualifications

Ensure the unit standards & qualifications are Internationally comparable

NATIONAL QUALIFICATIONS FRAMEWORK

NQF – A vehicle for: The eradication of unjustness The achievement of reconstruction & development goals The transformation & the promotion of quality in education &

training

It does this by: 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 NQFNQF Level Band Types of qualifications & certificates

8 Higher Education & Training Band

Doctorates, Further research degrees

7 Higher degrees, Professional qualifications

6 First degrees, Higher diplomas

5 Diplomas, Occupational Certificates

4 Further Education & Training Band

School/College/Trade Certificates

E.g. Matric or N4

3 School/College/Trade Certificates

E.g. Grade 11 or N3

2 School/College/Trade Certificates

E.g. Grade 10 or N2

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)

Pending Changes

Qualification Framework

Quality Councils

Higher Education Qualifications Framework (HEQF)

Council on Higher Education (CHE) with its Higher Education Quality Committee (HEQC)

General and Further Education and Training Qualifications Framework (GFETQF)

Umalusi

Occupational Qualifications Framework (OQF)

Quality Council for Trades and Occupations (QCTO)

Department of Labour

Skills Development Act passed in 1998 with the intention of: Develop skills of S.A. workforce Increase levels of investment in education &

training in the labour market Improve the return on investment Encourage employers to use the workplace as an

active learning environment 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:

To identify & address skills needs in their sector. Through:

• 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)

Standards Advisory Panels

ETQA’s Education & Training

Quality Assurers

SGB’s Standards Generating

Bodies

SA Qualifications Authority (SAQA)

Dept of Education

Dept of Labour

National Skills Authority (NSA)

8765

432

1

SKILLS DEVELOPMENT STRATEGY

SETAs Sectoral Education

& Training Authority

Companies 1% Levy

SARS

(GETC) General Education

SCHOOLABET

(FETC)

Further

Education

(HETC)

Higher

Education

The NQF

Providers

NLRD

Lea

rner

s

Assessment and the NQF

Section 2

Unit standards – what are they? A unit standard is:

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: 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: Practical competence – perform a set of tasks

Foundational competence – understand what & why you are doing the task

Reflexive competence – you can integrate what you know and perform in a different context

Good assessment is: Structured Transparent Negotiated Objective

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: Observation Demonstrating & questioning Exams & Tests Oral tests Projects/assignments Computer based training Role play simulations

What type of assessment works best for you?

More about assessment….

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.

What is RPL?

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:

SD legislation Business strategy:

• Vision

• Mission

• Operational issues

Attributes: 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.

Training Committee

Monitoring;Budget (cost centers, people,comply to plan)WSP/ EE plan

Communication;Road shows/ newslettersObtain buy-in and commitmentPromote conceptLiaise with others

Skills Audit and DevelopmentPlans;

Job profilesSWOT skills analysisPeople assessment/ career pathwaysEvaluation

TC mandate;establish milestonescapacity buildingvision, mission, scopejob profiles for committee (role of individual vs role of group) and responsibilities time to invest

Compliance with legislation;SDFWSPImplementationTimeframesReportingInternational

Assessment System;AssessorsRPLQuality Assurance SystemsLearnershipsHead office policies and procedures

Other;Re-introduce cultural diversity trainingSGB involvementImplementation strategySupport EE plan

Role of the Training Committee

Section 4

Developing and implementing a WSP

WSP process

Why is planning your organisation’s training & development important? 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:

National issues – legislation (OHS?), industry expectations (CPD?), macro economic issues, market changes etc.

Can you think of anymore?

Company issues – Vision & mission, business strategy & objectives, transformation (EE & BEE), productivity, succession & career planning, health & safety, budget, skills gaps etc.

Individual issues – individual requests & ambitions, employee performance/competency issues, personal

development plans, soft skills & ABET etc.

Activity

What are the issues in your environment?

NationalCompany &Individual

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: 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?Skills priorities for last year and this

upcoming year?The employee profile? Disabled & employee

categories?The training you are planning this year?

Section 5

Levies and Grants

SARS

Fasset

Your Compan

y

Allocates the levy

to Fasset

SETA retains 10% levy for admin purposes20% of levy goes to the National Skills Fund for learnerships

Pays Skills Development Levy to SARS

(1% of your company’s total remuneration)

Where your money goes . . .

During the year you can claim for:

Mandatory Grants: Workplace Skills

Plan (WSP) and Annual Training Report (ATR)

Strategic Cash Grants

Subm

it ATR

& W

SP to

SETA

Rece

ive 5

0%

back

of le

vy

paid

Subm

it gra

nt

claim

Rece

ive u

p to

20

%

back

Receive up to 70% back

from successful claims

The Seta year

9th Levy Year:

1 April 2008 to 31 March 2009 Submission deadline is 30 June 2008 (with extension to 31 July 2008 in case of Force Majeur)

This is for the combined document: ATR (2007 – 2008) WSP (2008 – 2009)

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 2008/09 from 1 April 2008 to 31 March 2009.

See www.fasset.org.za for more details on the strategic skills priorities and the criteria for claiming

these grants

Learnership Cash Grant

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 – increased from R10,000 2 year (24 months), R 16,000 – increased from R15,000 3 year (36 months), R 27,000 – increased from R25,000

For the employment of learners with a disability: 1 year (12 months), R 19,250 2 year (24 months), R 28,000 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 5 levels: ABET level Basic (Pre-ABET) 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)

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

1. Get a list of registered learnerships from the Department of Labour or Fasset

2. Match these to your defined skills needs3. Gain accreditation as an employer (and/or

training provider) with the relevant ETQA4. 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?

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 learner9. Moderate assessment and assessors10.Keep records and submit reports to the ETQA

What do you need to do to implement a learnership cont.….

The learnership agreement

Rights & obligations: Learner:

Must be afforded the opportunity to practice what they learn theoretically

Employee rights as per the contract of employment Must practice what they have learnt theoretically Must keep commitments to employer and training provider

Employer: Keep funding responsibilities (training provider, assessment,

stipend etc) Mentor & coach and provide/support assessment processes

Training Provider: Training provision – materials etc 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

• Employer must fund the learnership • 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 • Employed learner may also need to be

reimbursed for learning material and travel costs Employers must get the approval from Seta for the grant before they proceed with an agreement with the learner

Funding and Grants

Learnership costs

Cost of training provision Equipment and technology Assessment Training and capacity building Travel Accommodation (if required)

Allowances

1. Check the status of previously registered companies and training centers and where the required standards are met, issue accreditation

2. Accredit training providers3. Evaluate and moderate assessment4. Advise employers on which accredited training

providers to use5. Assist with the evaluation of skills development

programmes6. Conduct quality systems audits7. Facilitate the training of workplace assessors

The role of the Fasset ETQA:

1. Institute of Commercial and Financial Accountants (CFA)

2. Association of Certified Chartered Accountants (ACCA)

3. Institute of Chartered Secretaries and Administrators (ICSA)/Chartered Institute of Business Management (CIBM)/ Institute of Business Studies (IBS)

Quality Assurance Partners (previously: agent ETQA’S)

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

Fasset information requirements

Reporting and administration systems needed for a learnership

Original or copies of the following: 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 Westhuizenandrea@thrive.co.za

0861 THRIVE (847483)