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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
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
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??
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
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
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.
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?
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: [email protected]
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.
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
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 [email protected]
0861 THRIVE (847483)