Workplace Skills Plan (WSP) Grant Application & Web viewThe purpose of processing the personal ... the authorised signatory confirms that the application guidelines ... Establishing

Updated: 16 April 2014 1 Fasset

Mandatory Grant 2014/2015 Application for Employers FEWER than 50 EmployeesPostal Address: PO Box 6801, Cresta, 2118 | Phone: (011) 476-8570 | Fax (Grant Applications): 086 574 1962Call Centre: 086 101 0001 | Website: http://www.fasset.org.za | email: [email protected]

1 DETAILS OF EMPLOYER AND AUTHORISATION

1. Name of organisation 6. Identity number of the SDF

2. SDL number Include the SDL number and linked SDL numbers (if applicable), and the number of employ-ees corresponding to each number). Additional rows may be added if necessary. Should the links on this form not correspond with Fasset’s system, the Seta will query and SDLs will be de-linked should the query not be re-solved by the applicant.

SDL Number Number of employees

7. Main business activity (use SIC code) (refer to guidelines for key terms) of the organisation

3. Name of Skills Development Facilitator (SDF) 8. SDF telephone no.

4. SDF e-mail 9. SDF postal address

5. A copy of the firm’s Black Economic Empowerment (BEE) Scorecard is attached. Yes | No 10. Are you a designated employer in terms of the Employment Equity Act? Yes | No

2 ANNUAL TRAINING REPORT FOR THE PERIOD 1 APRIL TO 31 DECEMBER 2013Include beneficiaries that have participated in learning interventions in the year from 1 April to 31 December 2013. Indicate the number of beneficiaries that received training and not the number of programmes that were run during the year. Count each recipient of training once, not each time they completed an intervention. Trainee accounting and auditing clerks fall into the Professionals category.

Number of beneficiaries per groupTRAINED during the period 1 April to 31 December 2013 financial year

African Coloured Indian White Foreign Nationals Total

Occupational Categories M F D M F D M F D M F D M F D M F D

Managers

Professionals

Technicians and Associate Professionals

Clerical Support Workers

Service and Sales Workers

Skilled Agricultural, Forestry, Fishery, Craft and Related Trades Workers

Plant and Machine Operators and Assemblers

Elementary Occupations

Total

In the table above: M = Male, F = Female, D = Person with Disability

Mandatory Grant 50- Application 2014/2015 SDL No. SDF Signature Authorised Signatory Signature

mailto:[email protected]

http://www.fasset.org.za/


3. SKILLS DEVELOPMENT PLAN FOR THE PERIOD 1 APRIL TO 31 DECEMBER 2014

Include beneficiaries that will participate in learning interventions in the year extending from 1 April to 31 December 2014. Indicate the number of beneficiaries who will receive training and not the number of pro-grammes that will be run during the year. Count each recipient of training once, not each time they are planned to complete an intervention. If a beneficiary completes 6 courses in the period, they are counted once in this table. For purposes of completing the D (disabled) column, persons with disabilities are in the first instance categorised along population group and gender lines, and then again as disabled. Trainee account-ing and auditing clerks fall into the Professionals category.

Number of beneficiaries per groupTO BE TRAINED during the period 1 April to 31 December 2014

African Coloured Indian White Foreign Nationals Total

Occupational Categories M F D M F D M F D M F D M F D M F D

Managers

Professionals

Technicians and Associate Professionals

Clerical Support Workers

Service and Sales Workers

Skilled Agricultural, Forestry, Fishery, Craft and Related Trades Workers

Plant and Machine Operators and Assemblers

Elementary Occupations

Total

3.1 Did the training implemented and described in the Annual Training Report (ATR) for the period 1 April 2013 to 31 December 2013 assist in meeting the objectives of the Skills Development Plan (SDP) for the same period? Please explain your answer.

3.2 What impact did the training implemented and described in the Annual Training Report (ATR) for the period 1 April 2013 to 31 December 2013 have on your organisation? Please explain your answer.



4 PIVOTAL TRAINING REPORT FOR THE PERIOD 1 APRIL 2013 TO 31 DECEMBER 2013

Provide the total number of people per occupational category that have received training in learnerships, internships or qualifications (Pivotal Programmes) for the period 1 April to 31 December 2013. An example has been included in the table below. Should this section not be applicable to the organisation, please mark not applicable.

1 digit OFO de-scription

Implemented course title Outcome/progress to date Start date of in-

terventionEnd date of in-

tervention

Learning Pro-gramme Type

(see Learning Pro-grammes Matrix)

NQF level

Number of im-plemented be-neficiaries of

training

Nature of beneficiaries(to be recruited into em-ployment, unemployed

student)

e.g. Professional B Comm Accounting 1st year

1st year successfully completed, entering second year 15-Jan-13 31-Dec-13 A 7 2 Unemployed student

e.g. Professional Learnership: Audit Specialism 1st year

1st year successfully completed, entering second year 1-Jan-13 31-Dec-13 C 7 9 Employed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.



5 PIVOTAL TRAINING PLAN FOR THE PERIOD 1 APRIL 2014 TO 31 DECEMBER 2014

Provide the total number of people per occupational category planned for training in learnerships, internships or qualifications (Pivotal Programmes) for the period 1 April 2014 to 31 December 2014. An example has been included in the table below. Should this section not be applicable to the organisation, please mark not applicable.

1 digit OFO description Planned course title

Planned start date, or actual start date,

of interventionPlanned end date of

intervention

Learning Programme Type

(see Learning Pro-grammes Matrix)

NQF levelNumber of planned

beneficiaries of training

Nature of beneficiaries(to be recruited into em-ployment, unemployed

student)e.g. Professional B Comm Accounting 2nd year 15-Jan-14 31-Dec-14 A 7 2 Unemployed student

e.g. Professional Learnership: Audit Specialism 2nd year 01-Jan-14 31-Dec-14 C 7 9 Employed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

6 PROVINCIAL AND CURRENT EMPLOYMENT PROFILE AT 1 APRIL 2014



Please report the distribution of your staff provincially, and according to occupational group. Please include all permanent staff including, partners, directors and learners. Do not include employees for whom you do not pay SDL e.g. temporary workers. Trainee accounting and auditing clerks fall into the Professionals category.

6.1 Province No. African Coloured Indian White Foreign Nationals Total

Eastern Cape 6.2 Occupational Categories M F D M F D M F D M F D M F D M F D

Free State Managers

Gauteng Professionals

KwaZulu-Natal Technicians and Associate Professionals

Mpumalanga Clerical Support Workers

Northern Cape Service and Sales Workers

Limpopo Skilled Agricultural, Forestry, Fishery, Craft and Related Trades Workers

North West Plant and Machine Operators and As-semblers

Western Cape Elementary Occupations

Total Total

7 SCARCE SKILLS FOR THE PERIOD 1 APRIL 2014 TO 31 DECEMBER 2014

Scarce skills refer to those occupations in which there is a scarcity of qualified and experienced people, current or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment criteria. Please complete your scarce skills below and add additional rows if required.

No. Specialisation/Job Occupation Learning Mode Comments NQ

F Le

vel

NQFAligned Need for the period

Y N 1 April 2014 to 31 De-cember 2014

e.g. Accountant Professional Learnership Accountants with disabilities needed 8 Yes 7

1.

2.

3.



8 GRANT AWARENESS

How did you become aware of this grant? Please tick the correct box.

Fasset e-newsletter

Fasset Facts newsletter

Fasset website

National press

Professional body publication

Word-of-mouth

Previous application submit-

tedLifelong Learning seminar

Other, please specify

9 SUMMARY OF MANDATORY GRANT SUBMISSION Refer to the Fasset website for information on Fasset incentives.

a. Have you recruited Black African and/or disabled learners on learnership programmes?If so, you may claim the Learnership Cash Grant from Fasset, due on 15 February 2015.

Yes No

b. Have your Black African and/or disabled employees completed qualifications of at least 120 credits?If so, you may claim the Pivotal Grant from Fasset, due on 15 February 2015.

Yes No

c. Has any of your staff completed training to qualify as an assessor or moderator?If so, you may claim the Assessor and Moderator Grant from Fasset, due on 15 February 2015.

Yes No

d. Do any of your Black African and/or disabled learners on learnership have outstanding National Student Financial Aid Scheme (NSFAS) loans?If so, you may claim the NSFAS Grant from Fasset, due on 15 February 2015.

Yes No

Mandatory Grant 50- Application 2014/2015

SDL No. SDF Signature

Authorised Signat-ory Signature


10 AUTHORISATION

Name of Skills Development Facilitator (SDF)

Details SDF email: telephone: fax:

Signed by SDF Date

Name of designated employee representative

Position

Details designated representative email: telephone: fax:

Signed by designated employee representative Date

Name of Authorised Signatory (e.g. CEO, Managing Partner)

Position in Organisation

Details Authorised Signatory email: telephone: fax:

Signed by Authorised Signatory Date

I declare that this application is to the best of my/our knowledge true and correct. I understand that Fasset may independently verify the information. I also understand that it is an offence in terms of section 33(b) of the Act to knowingly furnish any false information in this application and that I may be fined or imprisoned for one year if found guilty of knowingly furnishing such false information.

This is proof that the signatories certify the accuracy of the information presented in the attached sections. Fasset reserves the right to independently verify information supplied. The responsibility for the correctness of this document rests with the employer. By submitting this application, the parties to the application acknowledge that Fasset and/or any of its affiliates will be processing the personal information included in this application. The processing of such information by Fasset will be carried out in accordance with the law and in a proper and careful manner in order to not intrude upon the privacy of the data subject to an unreasonable extent. The purpose of pro -cessing the personal information belonging to the application is to conform with the performance monitoring process instituted by the Department of Higher Education and Training (DHET) which Fasset is required to complete on a quarterly basis. By submitting this application the parties agree that the purpose of collection of the per -sonal information as discussed is adequate, relevant and not excessive. The parties specifically record that all personal information processed shall constitute confiden -tial information and shall be treated as such by all the parties involved respectively. By completing and signing this application form, the authorised signatory confirms that the application guidelines for this grant have been read and understood.

11 BANKING DETAILSOnly complete this section if you have NOT submitted banking details before, or if your banking details have changed since your last submission of banking details information. Please note that banking details are only required for the purpose of a refund. Attach at least one of the following to confirm banking details: original cancelled cheque or an original letter from the bank.

Have the banking details changed? Please tick the appropriate box () Yes No

Registered Name

Trading Name

Postal address Postal code

Skills Development Levy number Company/Entity Registration Number

Details of Company/Entity bank account are as follows:

Name of Bank Branch

Branch code Account number

Type of account Please tick the appropriate box () Current Savings

To Whom it May Concern: The Company/Entity authorises you to pay any amounts which may accrue to the Company/Entity into the Company’s/Entity’s account with the bank reflected above. The Company/Entity understands that the credit transfers, which it has authorised, will be processed by computer through a system known as the “ACB ELECTRONIC TRANSFER SERVICES”. The Company/Entity also understands that no additional advice of payment will be printed on the Company’s/Entity’s bank statement or any accompanying voucher. The Company/Entity may cancel this authority by giving thirty (30) days written notice to this effect, such notice to be sent by prepaid registered post.

Name Identity No.

Job title Date

Signed by the employer representative whose details appear above and who warrants that he/ she is duly authorised to bind the company.

Mandatory Grant 50- Application 2014/2015


Mandatory Grant 2014/2015 Guidelines for EmployersFEWER than 50 Employees*Postal Address: PO Box 6801, Cresta, 2118 | Phone: (011) 476-8570 | Fax (Grant Applications): 086 574 1962Call Centre: 086 101 0001 | Website: http://www.fasset.org.za | email: [email protected]

INTRODUCTION, BACKGROUND AND SUBMISSION REQUIREMENTS

The grant must be submitted to Fasset by no later than 30 April 2014 in terms of the Department of Higher Education and Training (DHET) deadline. The deadline for the 2014/2015 year is 30 April 2014, as per regulations to the Skills Development Act (December 2012).

The grant application contains a training plan for the 2014/2015 Seta financial year and a training report for the 2013/2014 pe-riod. Should the submission be acceptable to the Seta and the correct SDL has been received, a Mandatory Grant of 20% will be paid to the employer on a quarterly basis. Previously employers could claim back 50% of the SDL, however as directed by recently published regulations to the Skills Development Act, this amount has reduced to 20%.

If the employer does not claim a Mandatory Grant by the deadline date, the Seta must (in terms of regulations to the Skills Development Act of 1998, as amended) transfer the employer’s unclaimed Mandatory Grant funds to the discretionary fund. In addition, Skills Development Levy (SDL) paying employers will not be able to access discretionary grants such as the Learnership Cash Grant (LCG) from the Seta.

In terms of the relevant regulations, requests for extensions and late grant submissions will not be accepted by the Seta. The penalty for submitting Mandatory Grant applications late is losing the grant in full. The only two exceptions to this is i) where a Mandatory Grant application is submitted within 6 months of registration in the case of an employer who has registered for the first time in terms of Section 5(1) of the Skills Development Levies (SDL) Act and ii) where the grant has been submitted late to reasons of force majeur (‘force majeur’ means an event beyond the control of the applicant and not involving the appli-cant’s fault or negligence, and not foreseeable. Such events may include, but is not restricted to, acts of the applicant in its sovereign capacity, wars or revolutions, fires, floods, epidemics).

A Seta may not pay any grant to an employer who is liable to pay the SDL in terms of Section 3(1) of the SDL Act unless the employer i) has registered with the Commissioner in terms of the SDL Act ii) has paid the levies directly to the South African Revenue Services (SARS) in the manner and within the period determined in the SDL Act iii) is up-to-date with levy payments to SARS at the time of approval and in respect of the application period iv) has submitted a Skills Development Plan (SDP) in respect of the previous financial year) and is registered with Fasset and the levy contributions are up-to-date.

Grant assessments will commence from 1 May only, after Discretionary Grants (due 15 February) have been processed. Ensure that the SDF and the relevant Authorised Signatory manually signs each page of the grant application form. In the case of hand delivery or courier, it is the applicant’s obligation to ensure the document is submitted to the correct

physical/postal address and physical proof (delivery note of sending the specified document via hand delivery or courier) is re-tained. The Seta physical address is Building 3, Ground Floor, 299 Pendoring Road, Blackheath, Johannesburg. Please be aware that those delivering the document may not have access to alternative fax and email facilities, and the submission will be deemed late if is received / delivered after the deadline date.

In the case of submission via the postal system, it is the applicant’s obligation to ensure the document is submitted to the correct physical/postal address and that proof of sending the specified document is kept. The correct postal address is PO Box 6801, Cresta, 2118.

In the case of fax submission to the Seta, it is the applicant’s obligation to ensure that the application is submitted to the Seta via the correct fax number and that a copy of the confirmation slip, with the correct number of pages transmitted, is retained for later use/proof. The only and correct fax number is 086 574 1962.

In the case of email submission to the Seta, it is the applicant’s obligation to ensure that the application is submitted to the Seta via the correct email address and that a copy of the sent email is kept, and is retained for later use/proof. The only and correct email address is [email protected]. Do not send to staff email addresses, which may result in your grant not being received.

In the case of submissions via the Fasset on-line / web-based database, it remains the employer’s obligation to print the grant application out and submit a signed copy to Fasset. This signed copy must include changes in banking details, if applicable.

A copy of the completed and signed grant application must be retained by the applicant. If the grant is due on a weekend or public holiday, please call the Seta or consult the website for the most up-to-date delivery

information. Should a section or page not be applicable to the organisation, please draw a line / mark not applicable. There may be instances where the form is missing information such as all of the signatures. The applicant should still submit

the incomplete application form by the deadline date, to ensure that the Seta receives the document timeously and that ac-cess to the grant is not lost. Fasset does query incomplete, but timeously submitted, grant applications.

Please do not send more than one copy of your application. A certificate indicating the Broad-Based Black Economic Empowerment (BEE) level of the organisation, has been requested

(where applicable). Ensure the SDL number of the organisation is written on the BEE certificate.

CHANGES FROM PREVIOUS YEAR’S APPLICATION FORM

A Pivotal Training Report has been included in this application form. The grant must be submitted to Fasset by no later than 30 April 2014 in terms of the Department of Higher Education and

Training (DHET) deadline. The deadline for the 2015/2016 year is 30 April 2015. The reporting period for the Annual Training Report (ATR) and SDP (formerly the Workplace Skills Plan (WSP)) has

changed to a 9-month period. For the 2013/2014 financial year, both the ATR and SDP referred to a 12 month period. For

* This application form is designed to be used by smaller firms. However, firms employing fewer than 50 employees may voluntarily complete and submit the Mandatory Grant 2012/2013 for Employers Employing 50 or MORE Employees in order to provide the Seta with more information.

Mandatory Grant 50- Guidelines 2014/2015

mailto:[email protected]

http://www.fasset.org.za/


2014/2015, the SDP will relate to a 9 month period (as 3 months of the relevant period has already been reported in the 2013/2014 submission), as will the ATR. For 2015/2016 the 12 month reporting period will resume. Please see the table be-low for this detail:

2013/2014 2014/2015 2015/2016ATR 1 April 2012 to 31 March 2013 (12

months)1 April 2013 to 31 December 2013 (9 months)

1 January to 31 December 2014 (12 months)

SDP 1 April 2013 to 31 March 2014 (12 months)

1 April 2014 to 31 December 2014 (9 months)

1 January to 31 December 2015 (12 months)

Due 30 June 2013 30 April 2014 30 April 2015

A new Learning Programmes Matrix (LPM) as published in Annexure 300 (A) Government Gazette, 11 October 2013), Codes of Good Practice, to Section 9 of the Broad-Based Black Economic Empowerment Act, 2003 (Act 53 of 2003).

The definition of a number of types of programmes has changed, and this is included in the revised LPM. Where firms are designated employers in terms of the Employment Equity Act, the signature of a labour representative must

be included in the Authorisation section of the form.

KEY TERMS AND GUIDELINES FOR COMPLETION

SKILLS DEVELOPMENT FACILITATOR (SDF) GUIDELINES

1. Appointment of Skills Development Facilitator (SDF) Every employer must appoint an employee or any other person who is formally contracted to the employer as a SDF. The employer must submit to the Seta the name and contact details of the person who is to serve as SDF for the financial

year on or before 1 April of each year. If the SDF leaves the employer’s service, the employer must forthwith:

- appoint a new SDF; and- submit the name and contact details of the new SDF to the Seta.

2. Functions to be performed by the SDF The functions of a SDF are to:

- Assist the employer and employees to develop a Skills Development Plan (SDP) which complies with the require-ments of the Seta

- Submit the SDP to the relevant Seta- Advise the employer on the implementation of the SDP- Assist the employer to draft an annual training report on the implementation of the SDP - Advise the employer on the quality assurance requirements set by the Seta- Act as a contact person between the employer and the sector Seta- Serve as a resource with regard to all aspects of skills development- Communicate Seta initiatives, grants and benefits to the employer- Communicate with company branch offices, and all employees in the main office and branch offices, events and

grants being offered at the Seta The employer must provide the SDF with the resources, facilities and training necessary to perform the functions set out.

The SIC CODE (Standard Industrial Classification Code) is the industrial classification that matches the employer’s main busi -ness activity. While more than one code may be applicable, the employer must select one code that best describes the organisa-tion’s core activities. Please note: the SIC code may have changed from one year to another as the main business focus of the employer changes. The SIC codes in the Fasset sector are:

81904 Investment Entities and Trusts83110 Administration of Financial Markets83120 Security Dealing Activities83121 Stock Broking Activities83180 Development Corporations and Organisations83190 Activities Auxiliary to Financial Intermediation88101 Tax Services88102 Asset Portfolio Management88103 Company Secretary Services88120 Accounting, Bookkeeping and Auditing Activities88121 Activities of Accountants and Auditors Registered in terms of the Public Accountants88122 Activities of Cost and Management Accountants88123 Bookkeeping Activities, including Relevant Data Processing and Tabulating Activities88140 Business and Management Consultancy Activities88142 Project Financial Management91108 South African Revenue Service (SARS)9110E Dept of State Expenditure and Finance

PROVINCIAL AND CURRENT EMPLOYMENT PROFILE AT 1 APRIL 2014

This is defined as the total workforce in respect of whom skills development levies have been paid (or are eligible to be paid) to South African Revenue Services (SARS). Please include all permanent staff including, partners, directors and learners (irrespec-



tive of whether or not they are exempt for the SDL). Temporary workers for whom your firm does not pay SDL should not be in -cluded in the calculation. Enter your organisation’s employment profile as at 1 April. Trainee accounting and auditing clerks fall into the Professionals category. When completing this table, refer to the section on Definitions of Occupational Groups.

If the grant is submitted on behalf of more than one establishment or SDL number, please attach / include a list of SDL numbers with corresponding names and addresses, including physical and postal addresses and the number of employees represented by each SDL number.

For purposes of completing the DISABLED column, persons with disabilities are in the first instance categorised along popula-tion group and gender lines, and then again as disabled. They are counted when reporting against gender and are specified again in the disabled column. The Employment Equity Act of 1998 defines people with disabilities as ‘people who have a long-term or recurring physical or mental impairment that substantially limits their prospects of entry into or advancement in employ-ment’. Physical impairments include hearing and visual impairments, paralysis, amputations and problems with internal organs. Mental impairment includes clinically defined mental and emotional illnesses and learning disabilities.

PIVOTAL PROGRAMMES

PIVOTAL is defined as professional, vocational, technical and academic learning programmes that result in qualifications or part-qualifications that are registered on the National Qualifications Framework.

DEFINITIONS OF OCCUPATIONAL GROUPS (OFO 2013)

Go to www.nopf.co.za/download.html for the latest framework for occupations as compiled by the Department of Higher Educa-tion and Training (DHET). This system is maintained by the DHET and will provide clarity on which occupation fits into which oc-cupational category.

Managers (Major Group 1) Definition: Managers plan direct coordinate and evaluate the overall activities of enterprises governments and other organi-

zations or of organizational units within them and formulate and review their policies laws rules and regulations. Tasks include:

- Authorising material human and financial resources to implement policies and programs- Ensuring appropriate systems and procedures are developed and implemented to provide budgetary control- Ensuring compliance with health and safety requirements planning and directing daily operations- Establishing objectives and standards and formulating and evaluating programs and policies and procedures for

their implementation- Formulating and advising on the policy budgets laws and regulations of enterprises governments and other organi-

zational units- Monitoring and evaluating performance of the organization or enterprise and of its staff selecting or approving the

selection of staff- Representing and negotiating on behalf of the government enterprise or organizational unit managed in meetings

and other forums

Professionals (Major Group 2) Definition: Professionals increase the existing stock of knowledge, apply scientific or artistic concepts and theories, teach

about the foregoing in a systematic manner or engage in any combination of these activities. Tasks include:

- Conducting analysis and research and developing concepts theories and operational methods and advising on or applying existing knowledge related to physical sciences including mathematics engineering and technology and to life sciences including the medical and health services as well as to social sciences and humanities.

- Teaching the theory and practice of one or more disciplines at different educational levels.- Teaching and educating handicapped persons.- Providing various business, legal and social services.- Creating and performing works of art providing spiritual guidance preparing scientific papers and reports.- Supervision of other workers may be included.

Technicians and Associate Professionals (Major Group 3) Definition: Technicians and associate professionals perform mostly technical and related tasks connected with research and

the application of scientific or artistic concepts and operational methods and government or business regulations. Tasks include:

- Undertaking and carrying out technical work connected with research and the application of concepts and opera-tional methods in the fields of physical sciences including engineering and technology life sciences including the medical profession and social sciences and humanities.

- Initiating and carrying out various technical services related to trade, finance, administration (including administration of government laws and regulations) and to social work.

- Providing technical support for the arts and entertainment participating in sporting activities.- Executing some religious tasks. Supervision of other workers may be included.


http://www.nopf.co.za/download.html


Clerical Support Workers (Major Group 4) Definition: Clerical support workers record organise store compute and retrieve information related and perform a number of

clerical duties in connection with money-handling operations travel arrangements requests for information and appoint-ments.

Tasks include:- Stenography typing and operating word processors and other office machines.- Entering data into computers carrying out secretarial duties recording and computing numerical data.- Keeping records relating to stocks production and transport.- Keeping records relating to passenger and freight transport.- Carrying out clerical duties in libraries.- Filing documents carrying out duties in connection with mail services.- Preparing and checking material for printing writing on behalf of illiterate persons.- Performing money-handling operations.- Dealing with travel arrangements supplying information requested by clients and making appointments.- Operating a telephone switchboard.- Supervision of other workers may be included.

Service and Sales Workers (Major Group 5) Definition: Service and sales workers provide personal and protective services related to travel housekeeping catering per-

sonal care or protection against fire and unlawful acts or demonstrate and sell goods in wholesale or retail shops and similar establishments as well as at stalls and on markets.

Tasks include:- Organisation and providing services during travel.- Housekeeping preparing and serving of food and beverages.- Caring for children providing personal and basic health care at homes or in institutions, as well as hairdressing

beauty treatment and companionship.- Telling fortunes embalming and arranging funerals.- Providing security services and protecting individuals and property against fire and unlawful acts.- Enforcing of law and order.- Posing as models for advertising artistic creation and display of goods.- Selling goods in wholesale or retail establishments as well as at stalls and on markets.- Demonstrating goods to potential customers.- Supervision of other workers may be included.

Skilled Agricultural Forestry Fishery Craft and Related Trades Workers (Major Group 6) Definition: Skilled agricultural forestry fishery craft and related trades workers apply specific knowledge and skills to con-

struct and maintain buildings form metal erect metal structures set machine tools or make fit maintain and repair machinery equipment or tools carry out printing work produce or process foodstuffs textiles or wooden metal and other articles includ-ing handicraft goods and grow and harvest field or tree and shrub crops breed tend or hunt animals produce a variety of an-imal husbandry products cultivate conserve and exploit forests and breed or catch fish.

Tasks include:- Sowing planting spraying fertilising and harvesting field crops.- Growing fruit and other tree and shrub crops garden vegetables and horticultural products.- Breeding, raising, tending or hunting animals mainly to obtain meat milk hair fur skin sericultural apiarian or other

products.- Cultivating conserving and exploiting forests breeding or catching fish cultivating or gathering other forms of aquatic

life.- Storing and basic processing of produce.- Constructing, maintaining and repairing buildings and other structures casting welding and shaping metal.- Installing and erecting heavy metal structures tackle and related equipment.- Making machinery tools equipment and other metal articles.- Setting for operators or setting and operating various machine tools.- Fitting, maintaining and repairing industrial machinery including engines and vehicles as well as electrical and elec-

tronic instruments and other equipment.- Making precision instruments jewellery household and other precious-metal articles pottery glass, and related prod-

ucts.- Producing handicrafts.- Executing printing work producing and processing foodstuffs and various articles made of wood textiles leather and

related materials.- Supervision of other workers may be included.

Plant and Machine Operators and Assemblers (Major Group 7) Definition: Plant and machine operators and assemblers operate and monitor industrial and agricultural machinery and

equipment on the spot or by remote control drive and operate trains motor vehicles and mobile machinery and equipment or assemble products from component parts according to strict specifications and procedures. The work mainly calls for experi-ence with and an understanding of industrial and agricultural machinery and equipment as well as an ability to cope with ma-chine-paced operations and to adapt to technological innovations.

Tasks include:- Operating and monitoring mining or other industrial machinery and equipment for processing metal minerals glass

ceramics wood paper or chemicals.



- Operating and monitoring machinery and equipment used to produce articles made of metal minerals chemicals rub-ber plastics wood paper textiles fur or leather and which process foodstuffs and related products.

- Driving and operating trains and motor vehicles.- Driving, operating and monitoring mobile industrial and agricultural machinery and equipment assembling products

from component parts according to strict specifications and procedures.- Supervision of other workers may be included.

Elementary Occupations (Major Group 8) Definition: Elementary occupations involve the performance of simple and routine tasks which may require the use of hand-

held tools and considerable physical effort. Tasks include:

- Cleaning, restocking supplies and performing basic maintenance in apartments houses kitchens hotels offices and other buildings.

- Washing cars and windows.- Helping in kitchens and performing simple tasks in food preparation.- Delivering messages or goods.- Carrying luggage and handling baggage and freight.- Stocking vending machines or reading and emptying meters.- Collecting and sorting refuse.- Sweeping streets and similar places.- Performing various simple farming fishing hunting or trapping tasks performing simple tasks connected with mining

construction and manufacturing including product-sorting.- Packing and unpacking produce by hand and filling shelves.- Providing various street services.- Pedalling or hand-guiding vehicles to transport passengers and goods.- Driving animal-drawn vehicles or machinery.

SCARCE SKILLS

Scarce skills refer to those occupations in which there are a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment crite-ria. This scarcity can arise from one or a combination of the following, grouped as relative or absolute:

Absolute scarcity: suitably skilled people are not available, for example: A new or emerging occupation, i.e. there are few, if any, people in the country with the requisite skills (qualification and ex-

perience) and education and training providers have yet to develop learning programmes to meet the skills requirements. Firms, sectors and even the country are unable to implement planned growth strategies and experiencing productivity, ser-

vice delivery and quality problems directly attributable to a lack of skilled people. Replacement demand would reflect an absolute scarcity where there are no people enrolled or engaged in the process of

acquiring the skills that need to be replaced.

Relative scarcity: suitably skilled people available but do not meet other employment criteria, for example: Geographical location i.e. people are unwilling to work outside of urban areas. Equity considerations, i.e. there are few if any candidates with the requisite skills (qualifications and experience) from spe-

cific groups available to meet the skills requirements of firms and enterprises. Replacement demand would reflect a relative scarcity if there are people in education and training (formal and work-place)

who are in the process of acquiring the necessary skills (qualification and experience) but where the lead time will mean that they are not available in the short term to meet replacement demand.

Specialisation/Job or New Occupation

Pinpoint a specific job e.g. Chartered Accountant, Data Capturer or, specialisation area within an occupation. This column can also be used to indicate possible “new” occupations.

Occupation

Choose one of the major occupational groups i.e.: Managers Professionals Technicians and Associate Professionals Clerical Support Workers

Service and Sales Workers Skilled Agricultural, Forestry, Fishery, Craft and Related

Trades Workers Plant and Machine Operators and Assemblers Elementary Occupations

Learning Mode

Identify the most appropriate learning strategies to address the scarce skills identified against the occupation.

The National Qualifications Framework (NQF) level



Indicate the appropriate level (real or estimated) at which an intervention should be directed. This column is to be completed irre-spective of whether or not NQF aligned interventions are available. If no interventions exist or if the existing interventions are not NQF aligned, and estimation should nevertheless be made.

NQF Aligned – Y/N

Provide information on whether or not the most suitable intervention is NQF aligned (i.e. unit standards and/or qualification exists and an accreditation body appointed) or not. A tick can be used in the column under Y if the most appropriate intervention method identified in column 5 is NQF aligned. If the most appropriate intervention method identified in column 5 is not NQF aligned a tick can be used in the column under N.

Need

Setas will use this list for prioritising. It will not be expected that all skills needed should be addressed by the employer. Any spe-cific explanations, requirements or specifications can be provided in the Comments section.

Comments

Add narratives and explanations against any of the information provided in the reporting template. This column need not be com-pleted. It could include explanations and/or any important additional information or specifications such as issues that pertain to a particular geographical location, target group, etc.

The National Qualifications Framework (NQF) provides principles and guidelines for recording learner achievements. Based on nationally recognised qualifications, the NQF encourages lifelong learning.

NQF Level Title of qualification10 Doctorates / PhD9 Masters Degrees (research only)9 Masters Degrees (coursework and research)8 Masters in Business Administration (MBA)8 Postgraduate Diplomas and Professional Qualifications8 Honours7 Bachelor’s Degrees and Advanced Diplomas6 National Diplomas and Advanced Certificates5 Higher Certificates and Advanced National (Vocational) Certificates4 Grade 12 Certificate and FET (Private and Public) Certificate3 Grade 11, N3 and N2-courses2 Grade 10, N2 and N1-courses1 Adult Basic Education and Training



LEARNING PROGRAMMES MATRIX

Annexure 300 (A) Government Gazette (11 October 2013)

# Mode Narrative Description Delivery Mode Learning Site Learning Achievement Fasset Example

A Bursaries Institution-based theoretical in-struction alone – formally as-sessed by the institution

Institutional instruction Institutions such as universities and colleges, schools, ABET providers

Recognised theoretical knowledge resulting in the achievement of a degree, diploma or certifi-cate issued by an accredited or registered for-mal institution of learning

Business Science Degree (University of Cape Town)

B Internships Institution-based theoretical in-struction as well as some practi-cal learning with an employer or in a simulated work environment - formally assessed through the institution

Mixed mode delivery with institutional instruction as well as supervised learn-ing in an appropriate workplace or simulated work environment

Institutions such as universities and colleges, schools, ABET providers and workplace

Theoretical knowledge and workplace experi-ence with set requirements resulting in the achievement of a degree, diploma or certificate issued by an accredited or registered formal in-stitution of learning

National Diploma Public relations Management at Vaal University of Technology. Third Year: Distance Education: Communication Science III and Public Re-lations III. Nine months practical training plus three contact sessions per semester.

C Learner-ships

Recognised or registered struc-tured experiential learning in the workplace that is required after the achievement of a qualifica-tion – formally assessed by a statutory occupational or profes-sional body

Structured learning in the workplace with mentoring or coaching

Workplace Occupational or professional knowledge and experience formally recognised through regis-tration or licensing

Post Graduate Diploma: Professional Accountant in Practice (via a learnership) – Practicing members of the Institute perform duties as an Accounting Officer and provide a number of accountancy related ser-vices to companies, close corporations, partnerships, sole proprietors, trusts and various other types of small business and non-corporate undertakings.

D Learner-ships or Ap-prentice-ships

Occupationally-directed instruc-tional and work-based learning programme that requires a for-mal contract – formally as-sessed by an accredited body

Institutional instruction to-gether with structured, su-pervised experiential learning in the workplace

Institution and workplace

Theoretical knowledge and workplace learning, resulting in the achievement of a South African Qualifications Authority registered qualification, a certificate or other similar occupational or pro-fessional qualification issued by an accredited or registered formal institution of learning

FET Certificate: Debt Recovery (via a learnership) – This is for any individual who is or wishes to be in-volved in the Debt Recovery function within the busi-ness sector and is intended to enhance the provision of service within the field of Debt Recovery within the business and commerce sector.

E Work-inte-grated learn-ing

Occupationally-directed instruc-tional and work-based learning programme that does not re-quire a formal contract – for-mally assessed by an accredited body

Structured, supervised ex-periential learning in the workplace which may in-clude some institutional in-struction

Workplace, insti-tutional as well as ABET providers

Credits awarded for registered unit standards, continued professional development, improved performance or skills (e.g. evidence of outputs based on Performance Development Pro-gramme)

Achievement of a part-qualification quality assured via the Quality Council for Trades and Occupations (QCTO)

F Informal training

Occupationally-directed informal instructional programmes

Structured information sharing or direct instruc-tion involving workshops, seminars and conferences and short courses

Institutions, con-ferences and meetings

Continuing professional development, atten-dance certificates and credits against registered unit standards (in some instances)

Fasset Budget & Tax Update

G Informal training

Work-based informal pro-grammes

Informal training Workplace Increased understanding of job or work context or improved performance or skills

In-house cadetship or graduate placement pro-gramme. This also includes internships which do not fall into Category B of the Learning Programmes Ma-trix (LPM).


Documents

Workplace Skills Plan (WSP) Grant Application & Web viewThe purpose of processing the personal ... the authorised signatory confirms that the application guidelines ... Establishing