Mandatory Grant
Guidelines 2014/2015
SUBMISSION DATE: 30 April 2014
CONFIDENTIALITY
All Workplace Skills Plans and Implementation Reports submitted will be treated in the strictest of
confidence. The BANKSETA undertakes to only publish information that has been consolidated for the
sector as a whole. The main purpose for this consolidated information will be to assist with the
compilation of the Sector Skills Plan as well as to inform research and strategic direction.
5
WHY SUBMIT A WSP?
Your submission and implementation of a WSP helps raise the level of skills within your organisation.
However, your participation also has a national impact as collectively organisations raise the skills level
nationally thus contributing to the overall competitiveness of the country globally.
In addition participating in the skills planning process enables you to access skills development grants
under the discretionary grant scheme.
SKILLS DEVELOPMENT MANDATORY GRANTS
A Skills Development Levy year ends on 31 March every year. There will only be one Mandatory grant
per annum paid out quarterly in arrears.
In 2014, the grant will be paid out on submission of both your implementation report for 2013/14 as
well as your workplace skills plan for 2014/2015. The templates for both these documents make
provision for the planning and reporting of PIVOTAL programmes. The deadline for both these
submissions will be 30 April 2014.
Should you qualify for a mandatory grant you will receive 20% of your annual payroll-levy contribution
paid out on a quarterly basis.
Please note:



Failure to submit the reports on time will result in your portion of levies being added to the
discretionary fund.
Failure to submit outstanding query information before the 31 March 2015 will result in your
portion of levies being added to the discretionary fund.
Failure to supply all relevant information where grants of below R 1000.00 are due to you by 31
March 2015 will result in your forfeiting your grants and this will be added to the discretionary
fund
NB: For purposes of accessing the BANKSETASETA Indicium System (company information, reports, etc.)
it is a requirement that an SDF be registered with BANKSETA.
6
SKILLS PLANNING PROCESS
In order for skills development to be successful it must have relevance to the business. In other
words it must contribute to your company’s business objectives.
It is proposed that before you begin the skills planning process, the skills development facilitator
must have a clear understanding of the direction in which the business is going as reflected in the
business vision and mission statements, and how it intends getting there through the business
strategies and objectives.
The next step is auditing. Auditing is looking at whether the resources you have will enable you to
achieve, in the first instance, your business objectives. The business objectives are derived from
your strategy and this continually brings you closer to the end result being your vision.
The auditing process could look at processes, procedures, products and people. It has been said
that people are singularly the most valuable resource to a business. So, how then does one audit
people?
It is not so much the people that are being audited but rather the skills that people collectively
bring to an organisation/business.
At the skills planning level, you need to establish what skills are required to achieve the
organisations business objectives. The following step is to identify whether your current workforce
have the necessary skills. If not, you potentially have a skills shortage. Training therefore needs to
be focused on closing the skills gaps otherwise any value adding education and development
initiatives will not have the desired impact. Essentially, skills planning help get the basic skills
fundamentals in place.
7
Below is a flowchart that highlights a skill planning process that has been adopted by some
employers in the banking sector:
VISION AND MISSION
STATEMENT
BUSINESS STRATEGIES
BUSINESS
OBJECTIVES
BUSINESS
OBJECTIVES
BUSINESS
OBJECTIVES
SKILLS PLANNING (DESIRED SKILLS)
SKILLS AUDIT (CURRENT SKILLS)
8
3. THE SKILLS DEVELOPMENT FACILITATOR
The Skills Development Facilitator role is crucial in enabling the raising of skills levels within an
organization. Also when organizations collectively raise their skills levels it contributes nationally to
the overall global competitiveness of the country.
Functions to be performed by the skills development facilitator as per the table below:
The role is informed by
Operational Functions

SDA Act

Workplace Skills Planning

SDL Act

Reporting: Feedback & WSP

SAQA Act

Monitoring implementation of

Financial Sector Charter
(FSC)

Strategic Roles

Participate in sector
committees & forums

Participate in EE forum
workplace skills plan
interaction (internally)
Monitor and report on Financial Sector 
Develop learning &

BEE Codes
Charter (FSC) progress pertaining to
development strategy

Company strategy and
skills development
(internally)
policies


Analysing skills development reports


international benchmarks
Provide support for organization’s
and trends

Membership to
Advise on SETA grants and related tax
professional bodies (non
rebates
mandatory)
Develop policies & processes for skills

Communications
development internally

Skills audit
Provide support in skills development

Internal strategic
governance

Be up to date with
and making recommendations
accreditation requirements


relationships
Implementation of Learning and Work
Integrated Learning Programmes
where applicable

Conduct internal workshops on
understanding skills development and
the NQF

Contribute to systems development
(MIS for skills development internally)
9
4. INTRODUCTION TO THE MANDATORY GRANT GUIDELINES
These Guidelines have been developed by the BANKSETA to assist Skills Development Facilitators,
Training Committees and other users in the banking sector to:
a) Understand the requirements for skills development planning
b) Encourage consultation within the employer organisations on skills development
c) Develop and implement a Workplace Skills Plan; Implementation Report including
planning and reporting on PIVOTAL programmes
This guideline document follows the structure, flow and order of the Workplace Skills Plan (WSP),
Implementation Report (IR). The guidelines should be read in conjunction with the Workplace Skills
Plan, Implementation Report templates (the system screen shots are included in the document).
IMPORTANT:
Mandatory Grant submissions must be completed as follows:

Reports completed and submitted for your organisation on the BANKSETA system on/before
the deadline 30 April 2014. The signed authorisation form must be uploaded onto the system
on the uploads tab.
Please retain a copy of the Workplace Skills Plan and Implementation Report submission for your
own records.
The contents of this WSP are applicable to the period 1 January 2014 to 31 December 2014 and
the IR is applicable for period 1 April 2013 to 31 December 2013
In most cases the BANKSETA has attempted to simplify the documentation requirements, and to
avoid requesting information that it may already have on its database. In some cases however
certain information is a yearly mandatory requirement. Some fields are included to determine if
there is any updated data that needs to be captured by the BANKSETA. In other cases the
BANKSETA has also asked some questions which will assist it to make sense of the trends within
education and training across the sector. This information is extremely useful not only for the
SETA to update the Sector Skills Plan, but also to determine where it should be concentrating its
efforts to support the sector in attaining the skills levels it requires.
Disability Definition:
10
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 employment.”

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.
11
5. GUIDELINES TO THE WORKPLACE SKILLS PLAN
PURPOSE OF THE WORKPLACE SKILLS PLAN
The Workplace Skills Plan provides the basis for identifying and planning for skills development
initiatives which are pertinent not only to the national need but most importantly relevant to your
organisations strategy and to individual development needs. It also provides the basis against which
you can report progress towards skills development needs, and to target all skills development
interventions to address specific organisational and strategic needs.
SECTIONS OF THE WORKPLACE SKILLS PLAN
The Workplace Skills Plan 2014/2015 template contains the following sections:
Administrative Details:
SDF Details
A1:
Subsidiary Company Details
A2:
Training Committee Details
A3:
National Provincial Profile
A4:
Current Employee Profile
A5:
Annual Skills Priorities
A6:
Planned Beneficiaries for Training
A7:
Planned External Beneficiaries for Training
A8:
Planned Adult Based Education and Training
A9:
Highest Educational Profile
A10: Development and Consultative Processes
A11: PIVOTAL Plan
These sections will be explained in further detail in the following pages.
12
ADMINISTRATIVE DETAILS
SDF details
Log onto http://indicium.bankseta.org.za/BANKSETAIndicium/Account/Login.aspx to register as a
SDF.
Please complete the online SDF form for the organisation. The form is self-explanatory. If the SDL
number of the company that you are a SDF for does not exist, or the company is not registered with
BANKSETA yet, please contact the skills development department at BANKSETA on 011 805 9661 for
further assistance.
Please note that a primary and a secondary SDF can be registered for one company. The Primary
SDF has all SDF rights however the secondary SDF’s rights are limited to capturing reports and view
only (i.e. cannot submit WSP reports on behalf of the organisation). In cases where an organisation
elects to have more than one SDF, a primary SDF needs to be identified for liaison purposes with
the BANKSETA.
Section A1: SUBSIDIARY COMPANY DETAILS
If your company has subsidiary levy numbers linked to the main levy number, please complete this
section to confirm the details. This is an audit requirement for BANKSETA. If you are completing this
section, the SDF has to sign off this section as confirmation of the information included.
If information is incomplete or incorrect this can result in the main or subsidiary company not
receiving all mandatory grants due to them.
Please note: if the subsidiary company details are incorrect, these must be changed before your
report is submitted. Please contact the Skills Development Department at BANKSETA for assistance.
This page has to be signed off with the signatory pages and submitted to BANKSETA upon submission
of the report.
13
A2 TRAINING COMMITTEE DETAILS
This is a facility to record the members of the Training Committee/Skills Development Committee.
Organisations with more than 50 employees are required to establish a Training Committee/Skills
Development Committee for purposes of consultation on training matters. This committee, as a
whole, should reflect the interests of employees from all occupational categories in the
organisation’s workforce.
Field
Title
Surname
First Name
Initials
Constituency
Explanation
This information is self explanatory
The committee member’s job title e.g. Human Resource Manager or Trade
Union Representative. Where no trade union is represented, please also
indicate whether representing employer or employee.
A3 NATIONAL PROVINCIAL PROFILE - 1 January 2014
The reason for requesting information on the provincial profile of your organisation is for the SETA
to identify the breakdown of employees in the various provinces, so that it can identify areas in
need of support from the SETA.
Against each National Province you are required to insert the number of employees employed in
this area.
The national definitions for the provinces apply.
14
A4 CURRENT EMPLOYMENT PROFILE AS AT 1 January 2014
On this form you need to indicate the number of employees per race, gender and age per six digit
OFO code that are employed at your organisation as at 1 January 2014. This is defined as the total
workforce in respect of whom Skills Development Levies have been paid to SARS. Please include all
permanent staff including, partners, directors and learners


Do not include other employees for whom you do not pay SDL e.g. temporary workers.
Ensure that the number of staff reported in form A3 matches the total reported in A4.
Profile per population group
Please complete the information per OFO code per race group (African, Coloured, Indian, White
and Other Nationality)
Key:
M = Male
F = Female
D = Person with a Disability
Disabled Persons column
For purposes of completing this table, disabled persons are in the first instance categorized along
race and gender and then in addition included in the disabled person’s column. For example,
African
M
4
F
3
D
2
This indicates that of the total of 7 Africans currently employed in your organisation. This includes 2
persons with disabilities.
OFO Codes: Identifying and classifying occupations
A list of OFOs (Version 2013) has been distributed to the SDFs by BANKSETA. Please use these as a
reference.
It is incumbent on you to allocate an occupational code to each role within your organisation. You
will then be in a position to track the number and profile of employees against these categories.
The OFO information required is the Major Group, Unit Group and the Occupation at digit level six
of the codes
15
Major Group:
There are 8 major groups:
1 Manager
2 Professionals
3 Technicians and Trades workers
4 Community and Personal Service Workers
5 Clerical and Administrative Workers
6 Sales Workers
7 Machinery Operators and Drivers
8 Elementary Workers
These are the 8 major categories into which all occupations fit into.
Occupation - 6 digit OFO codes:
All occupations within your organization should be coded to a 6 digit OFO code. These codes will
allow for the SETA to compare reports and to analyse and interpret the levels of employment within
employers across the sector.
e.g. A Credit officer will be coded as follows:
331201: Secretary (General) (Skill Level 3)
Please consult the entire list of OFO’s that was e-mailed to all SDF’s by BANKSETA.
Age per Occupational Groups
It is required that age information be supplied for each Occupational Group. Therefore it is a
requirement that for each categorization of an occupation into an occupation group Age
information be collected to reflect the Age spread within that group. The following Age categories
should be used:



Under 35
35 – 55
55 and over
16
Foreign Nationals employed in the sector
It is required that information on Foreign Nationals employed by employers in the sector be
supplied. The purpose of this report is to determine the number of foreign skills in the sector per
Occupational category and Age. For the purpose of this report Race information of the Foreign
Nationals is not a requirement. Only the gender and disability status is required. Please note that
information on Foreign Nationals should be captured separately and not twice, that is they should
NOT be captured as part of the other race groups in the employment profile and then as Foreign
Nationals
The Definition of Foreign Nationals refers to individuals who hold a work permit and a foreign
passport with a specified period of time for them to work in South Africa and as such being
employed
in
the
banking
sector.
A5 ANNUAL SKILLS PRIORITIES FORM 1 January 2014 – 31 December 2014
On this form you need to indicate the total number of training interventions per strategic skills
priority areas that you plan to train your staff on. Only count a course once only. E.g. If you will send
staff on 8 MS Excel Basic courses, you only indicate 1 under Information Technology Related Skills
Development under the specific NQF Level.
Strategic Skills Priorities
The skills priorities that were identified in the Banking sector are indicated in the following table
and attempt to identify the number of education and training activities available within the
Strategic Skills Priority Areas:
Strategic Skills Priorities
Customer Interface Related Skills Development
Information and Technology Related Skills
Development
Examples of learning content *
Call centre training, client care, account
management, communication skills, problem
solving, telephone etiquette, etc.
Software package training, network engineers,
IT support services, hardware training, internet
17
Legislation Implementation Skills
Management and Leadership skills development
Specialist Financial Skills Development
based solutions training, electronic banking, etc.
Compliance training, Skills Development
Facilitator Training, Exchange Control Regulatory
Compliance training, Money Laundering
training, Financial Advisory Intermediary
Services training, etc.
Supervisory training, MBA, teamwork skills
training, strategic leadership, diversity
management training, etc.
Risk management, Accounting, Financial
management, credit control etc.
The Sector determined these key skills priority areas through the revised 2012/2013 Sector Skills Plan update, which need to be
1
addressed to meet the skills needs of the sector.
Please note that if you need to add in any strategic skills priority categories, please contact the
BANKSETA Skills Development Specialist for assistance.
The learning interventions/programmes can include but is not limited to the following delivery
mechanisms:


Learnerships
On-line computer based programmes







Continuous Professional Education (CPE)
Short courses (internal or external)
Conferences
Trainee programmes
Courses with private external training
providers
In-house courses and training workshops







Internships (structured)
On-the-job training schemes / In-house
courses
Guest lectures
Mentoring schemes
Workshops
Distance education programmes
Satellite transmission training sessions
Universities, Universities of Technology or
private training provider courses
It is acknowledged that the nature and duration of the learning interventions will vary dramatically
between programmes, and between organisations. The SETA would like to see that a range of the
strategic priorities have been addressed within the company and across the NQF levels.
Please note that there is space provided should your company have planned skills development
interventions in line with additional strategic priorities.
NQF levels
It is appreciated that assigning NQF (National Qualifications Framework) levels to learning
interventions may be still be difficult as many standards and qualifications have not been registered
with SAQA. However, we also recognise that many companies have begun the process of aligning
their learning interventions with the registered unit standards.
1
The Sector Skills Plan can be found in full on the BANKSETA website (www.bankseta.org.za)
18
In the case where you still need to attach NQF levels to your learning interventions, the process is
as
follows:

Identify the exit level outcomes of the learning intervention. In other words what will the final
outcomes be of the learning intervention?
Read the NQF level descriptors included in this document as an Annexure.
Match the learning outcomes to the NQF level, which most closely describe them.
There is a list of unit standards and qualifications available on the BANKSETA website,
www.bankseta.org.za.



The ten levels of the NQF have been divided into three bands: General and Further Education
Qualifications, General and Further Education and Occupational Qualifications and Higher
Education Qualifications.
10
9
8
8
1
NQF LEVEL
Post graduate 4
Post graduate 3
Post graduate 2
Post graduate 1
7
6
5
4
3
2
ABET 4 / GETC
ABET 3
ABET 2
ABET 1
GENERAL
Doctor of Philosophy
Research Masters Degree
Structured Masters Degree
Masters Diploma
Bachelors Honours’ Degree /Post graduate Diploma
General Bachelor’s Degree
National Diploma
National Certificate (L5)
Further Education and Training Certificate FETC (L4)
National Certificate (L3)
National Certificate (L2)
General Education and Training Certificate – GETC (L1).For all aspects,
the requirements are not exclusionary
ABET level 3 Certificate
ABET level 2 Certificate
ABET level 1 Certificate
If the Level is not known then the ‘unknown’ column is to be marked.
If any of the learning interventions are aligned to the NQF, you would place a tick in the column
“NQF aligned”. You need to include the SAQA Registered Number for the Unit Standard/s and the
NQF Level linked to the learning activities by selecting the “search icon” under the column “Select
NQF Programmes”.
19
A6 PLANNED BENEFICIARIES OF EDUCATION AND TRAINING PRIORITIES 1 JANUARY 2014 –
31 DECEMBER 2014
Identifying and classifying occupations
Please note that occupations must be codes according to 6 digit OFO code. A list of OFOs has been
distributed to the SDFs by BANKSETA. Please use these as a reference.
On this form you need to indicate the number of employees that are planned to be trained during 1
January 2014 and 31 December 2014 per race and gender and six digit OFO code counting an
employee once only.
This is defined as the total workforce in respect of whom Skills Development Levies have been paid
to SARS.
Do not include other employees for whom you do not pay SDL e.g. temporary workers.
Trainee accounting and auditing clerks fall into the Technicians and Associated Professionals
category.
Profile per population group
Please complete the information per OFO code per race group (African, Coloured, Indian, White
and Other Nationality) counting an employee once only.
20
Key:
M = Male
F = Female
D = Person with a Disability
Disabled Persons column
For purposes of completing this table, disabled persons are in the first instance categorized along
race and gender and then in addition included in the disabled person’s column. For example,
African
M
4
F
3
D
2
This indicates that of the total of 7 Africans currently employed in your organisation. This includes 2
persons with disabilities.
It is incumbent on you to allocate an occupational code to each role within your organisation. You
will then be in a position to track the number and profile of employees against these categories.
The OFO information required is the Major Group, Unit Group and the Occupation at digit level six
of the codes.
A list of OFOs has been distributed to the SDFs by BANKSETA. Please use these as a reference.
Click on create to open the as follows:
21
A7 EXTERNAL BENEFICIARIES (INCULDING 18.2 LEARNERS) OF EDUCATION & TRAINING
This table identifies external beneficiaries who will participate in the learning interventions outlined in
A5. The table captures the number of people and their profile, and not the frequency of learning
interventions. External recruits (Including 18(2) Learners) relate to Learners on Learnerships,
Internships, Bursaries, contract workers and temporary workers.
Occupational Groups
It is incumbent on you to allocate an occupational code (6 digit OFO code) to each role within your
organisation. You will then be in a position to track the number and profile of employees against
these categories.
“OTHER” is the total number of Foreign Nationals currently employed in your company in the broad
occupational categories (OFO codes) split along, race, gender, and disabled demarcations
22
Click on create to open the forms as follows:
A8 PLANNED ADULT BASED EDUCATION AND TRAINING (AET)
This form requires information of learners who have been identified to undertake AET learning in
the new levy year (1 January 2014 to 31 December 2014). This refers to ABET levels 1 – 4 on NQF
level 1 as well as other qualifications on NQF level 1, 2, and 3
23
In order to create the A8 forms – click on create and the forms will appear as per the screenshot
below. If no AET Programme planned – then SDF needs to click on the radio button that says We
will not be hosting any Adult Education and Training in 2014/15
A9 HIGHEST EDUCATIONAL PROFILE - 1 January 2014
The reason for requesting information on the educational profile of your organisation is for the
SETA to identify the breakdown of employees in various educational groups, so that it can identify
areas in need of support from the SETA.
24
Against each educational determinant you are required to insert the number of employees
employed in this area, as at 1 January in the year of submission.
To create the A9 forms – click on create and the form will open up as follows:
A10 DEVELOPMENT AND CONSULTATIVE PROCESSES
1. Describe the process used to develop the Workplace Skills Plan
25
The Skills Development Facilitator is required to reflect on the process used to develop the
workplace skills plan.
To edit this form click on edit and the form will open up as follows:
A11 PIVOTAL PROGRAMMES PLANNING FORM
PIVOTAL Programmes: This is an acronym which means Professional, Vocational, Technical and
Academic learning programmes that result in occupational qualifications or part qualifications on
the National Qualifications Framework.
Types of PIVOTAL programmes that may be implemented:
 Learnerships;
 Internships and Work-based experience / Work integrated learning grants;
 Work Readiness and Bridging Programmes;
 Bursaries in designated academic fields for (employed and unemployed learners);
 Adult (Basic) Education and Training Programmes; and
26
 Recognition for Prior Learning Methodologies and Practice
Occupational Part Qualification: Means a recognised component (theoretical, practical or work
experience component) of an occupational qualification which is registered on the National
Qualifications Framework.
Occupational Qualification: Means a qualification that includes a knowledge, a practical and a work
experience component registered on the National Qualifications Framework.
Structured Workplace Learning: Means the component of learning in an occupations qualification,
an internship, or work placement for professional designation whereby the learner is mentored by a
qualified, and where required, registered mentor in the application and integration of the
knowledge and practical skills learnt, under supervision, in the actual context of a workplace in
accordance with the prescripts set by the relevant qualification authority or professional body.
Work Integrated Learning: This is an umbrella term to describe curricular, pedagogic and
assessment practices, across a range of academic disciplines that integrate formal learning and
workplace concerns, which culminates in a qualification or part qualification and can include
practicums, professional practice, internships, workplace experience, industry based learning,
cooperative education, service learning, real work learning, placements, experiential learning and
clinical placements.
In order to create the A11 forms – click on create and the forms will appear as per the screenshot
below. If no PIVOTAL Training is planned for 2014, click on radio button that says We will not be
hosting any PIVOTAL Training in 2014/15
6. GUIDELINES TO THE IMPLEMENTATION REPORT
27
PURPOSE OF THE IMPLEMENTATION REPORT
The Implementation Report provides you with a way to track whether you have achieved your
objectives outlined in the Workplace Skills Plan. It also provides you with a means to report back to
the organisation as the Skills Development Facilitator on the achievements around skills
development for the year.
There may be many reasons as to why your report has deviated from the Skills Plan, and this Report
gives you the opportunity to reflect and report on the reasons for variances.
SECTIONS OF THE IMPLEMENTATION REPORT
The Implementation Report 2013/14 template contains the following sections:
B2:
B3:
B4:
B5:
B6:
B7:
B8:
C1a:
C1b:
Annual Education and Training Programmes
Training Beneficiaries Report
Variance Report
External Beneficiaries (including 18(2) learners) of education and training
Completed Adult Based Education and Training
Learning Programmes
PIVOTAL Training Report
Scarce Occupations List
Critical Occupations List
These sections will be explained in further detail in the following pages.
28
B2 ANNUAL EDUCATION AND TRAINING PROGRAMMES 1 APRIL 2013 – 31 DECEMBER 2013
On this form you need to indicate the total number of training interventions per strategic skills
priority areas that your staff was actually trained on. Only count a course once only. E.g. If you sent
staff on 8 MS Excel Basic courses, you only indicate 1 under Information Technology Related Skills
Development under the specific NQF Level.
Strategic Skills Priorities
The skills priorities that were identified in the Banking sector are indicated in the following table
and attempt to identify the number of education and training activities available within the
Strategic Skills Priority Areas:
Strategic Skills Priorities
Customer Interface Related Skills Development
Information and Technology Related Skills
Development
Legislation Implementation Skills
Management and Leadership skills development
Specialist Financial Skills Development
Examples of learning content *
Call centre training, client care, account
management, communication skills, problem
solving, telephone etiquette, etc.
Software package training, network engineers,
IT support services, hardware training, internet
based solutions training, electronic banking, etc.
Compliance training, Skills Development
Facilitator Training, Exchange Control Regulatory
Compliance training, Money Laundering
training, Financial Advisory Intermediary
Services training, etc.
Supervisory training, MBA, teamwork skills
training, strategic leadership, diversity
management training, etc.
Risk management, Accounting, Financial
management, credit control etc.
Please note that if you need to add in any strategic skills priority categories further to what was
indicated in your previous years WSP, please contact the BANKSETA Skills Development Specialist by
email for assistance.
The learning interventions/programmes can include but is not limited to the following delivery
mechanisms:


Learnerships
On-line computer based programmes







Continuous Professional Education (CPE)
Short courses (internal or external)
Conferences
Trainee programmes
Courses with private external training
providers





Internships (structured)
On-the-job training schemes / In-house
courses
Guest lectures
Mentoring scheme
Workshops
Distance education programmes
Satellite transmission training sessions
29

In-house courses and training workshops

Universities, Universities of Technology or
private training provider courses
Please refer to the NQF Levels in section A5 for confirmation of how to align interventions to NQF
Levels.
To create the forms – click on create and the form will open up as follows:
B3 TRAINING BENEFICIARIES REPORT 1 APRIL 2013 - 31 DECEMEBR 2013
This table identifies those beneficiaries who participated in the learning interventions outlined
above. In other words, you are to capture the number of beneficiaries who received training and
NOT the number of programmes ran during the year. The table captures the number of people and
their profile, and not the frequency of learning interventions.
In other words, if Joe Bloggs participated in 5 learning interventions you will capture a ‘1’ under his
category. This tells us one person in that occupational group received training. This table does not
capture the number of learning interventions.
On this form you need to indicate the number of employees that completed training during 1 April
2013 and 31 December 2013 per race and gender and six digit OFO code counting an employee
once only.
30
This is defined as the total workforce in respect of whom Skills Development Levies have been paid
to SARS.
Do not include other employees for whom you do not pay SDL e.g. temporary workers.
Profile per population group
Please complete the information per OFO code per race group (African, Coloured, Indian, White
and Other Nationality) counting an employee once only.
Key:
M = Male
F = Female
D = Person with a Disability
Disabled Persons column
For purposes of completing this table, disabled persons are in the first instance categorized along
race and gender and then in addition included in the disabled person’s column. For example,
African
M
4
F
3
D
2
This indicates that of the total of 7 Africans currently employed in your organisation. This includes 2
persons with disabilities.
Click on create to open the forms as follows:
31
B4 VARIANCE REPORT
You will be reporting in the Implementation Report against what you aimed to achieve in the
Workplace Skills Plan. Hence, this report needs to be completed in respect of planned training
targets not being met or planned training targets being exceeded. The BANKSETA wants to track
the reasons for variances so that it can target its efforts, where possible, in assisting the sector to
achieve its skills development objectives as well as to get an idea of specific focus areas of the
sector for a specific year.
There are a number of factors which will influence whether an organisation achieves its targets or
not and these have been listed below. There is also room for organisations to add to these reasons.
You only need to fill in the number of people who were affected, in other words, who did not
receive training. For example, you may have planned to train 50 people in one area, but only 20
participated in the learning intervention. So you would fill in 30 in the last column, ‘number of
employees affected’
Possible reasons for variances between the skills plan and the implementation report
Restructuring
This could include mergers, acquisitions, downsizing, work re-organisation, etc
Provider availability or inadequacy
The training may not have been available for the training you required, or the providers
available were deemed inadequate
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Budgetary Constraints
The budget for education and training may have been reduced hence limiting the education
and training opportunities available to learners
Operational requirements: Constraints or additional requirements
The Strategic focus of the organisation may have shifted, or new technology introduced, for
example, which may have placed extra demands of education and training or for that matter
fewer demands.
Click on create to open the forms as follows:
B5 EXTERNAL BENEFICIARIES OF EDUCATION AND TRAINING
As B3 above except that the beneficiaries would include unemployed learners on programmes (18
(2) learners) and other beneficiaries that were not included in B3.
Click on create to open up the forms as follows:
33
B6 COMPLETED ADULT BASED EDUCATION AND TRAINING
This form requires information of learners who have completed AET learning during the levy year
1 April 2013 to 31 December 2013. This refers to ABET levels 1 – 4 on NQF level 1 as well as other
qualifications on NQF level 1, 2 and 3
Click on create to open the forms as follows:
34
B7 LEARNING PROGRAMMES
This section seeks to link learning programme delivery type with the skills priority. There may be
more than 1 type of learning programme delivery per skills priority.
The following example illustrates how the table should be completed:
Learning Programmes for the Year ending 31 December 2013
Strategic Skills Priority linked to
Customer Interface Related Skills
Development
Customer Interface Related Skills
Development
No. of learners completed
Type of Learning Programme
A. Theoretical / Institutional 320
B. Theoretical & Practical
265
Please note the definitions of types of learning programmes as follows:
Type of learning
Theoretical/ Institutional
(instruction only, formal
assessment by institution)
Theoretical & Practical
Typical delivery mode
Face-to-face
instruction
Distance learning
eLearning
Face-to-face
Typical learning
site
Universities
Colleges
Schools
ABET providers
Universities of
Typical learning
achievements
 Degree
 Diploma
 Certificate

Technical
35
(practical with employer /
simulated work environment)
instruction
Distance learning
eLearning
AND supervised
learning in workplace/
simulated environment
Technology
(previously
known as
Technikons)
Occupational
learning
institutions
ABET providers
Workplace

degree/diploma/
certificate
Professional degree
Occupational/Professional
Experiential learning after
theory (formally assessed by
professional body)
Structured workplace
learning with coaching
Occupational or
professional experience
formally recognised through
registration/licensing
Occupationally directed
learning
Occupationally directed
instruction & work-based
programme (formal contract
in place)
Instruction and
experiential learning
Institution and
workplace


Trade certificate
Certificate
Work-based learning
Occupationally directed &
work-based programme (no
formal contract required)
Skills programme
(structured, supervised
experiential learning,
may include
institutional learning)
Workplace (may
have some
institutional
learning)
ABET Provider

Credits awarded for
registered unit
standards (where
applicable)
Structured information sharing
Occupationally directed
instructional programmes
(not usually formally assessed)
Workshops
Seminars &
conferences
Short courses
Institution
Conferences
Meetings

Continuing Professional
Development (CPD)
Attendance certificates
Credits against unit
standards (where
applicable)
Informal work-based learning
Work-based only, not usually
formally trained or assessed
On-the-job informal
training
Other life experience
Workplace



Increased
understanding of job
and work context,
enhanced skills and
improved performance
Adapted from: Department of Higher Education and Training- Learning Programme Types Matrix_
November 2005
36
Click on create to open the form as follows:
B8 PIVOTAL Training Report
Complete this form as per A11 PIVOTAL Programme Planning form
Click on create to open the forms and capture info. Where no PIVITAL Programmes were hosted,
click on the radio button that says We did not host any PIVOTAL Programmes in 2013.
C1 and b SCARCE OCCUPATIONS LIST
If your organisation was unable to fill any positions during the previous levy year (1 April 2013 to 31
December 2013) for 6 months or longer, then you need to complete this section of the form.
37
This form is used to compile the scarce skills list for the banking sector which is then submitted to
Department of Higher Education and Training and used to compile the National Scarce Skills List.
Please note that C1 should be completed using OFOs at occupational level (6 digit OFO code).
Defining scarce and critical skills
In respect of the agreed definition refers to an absolute or relative demand: current or in future; for
skilled; qualified and experienced people to fill particular roles/professions, occupations or
specialisations in the labour market. Scarce skills are usually measured in terms of occupation or
qualification. Both occupation and qualification have the merit of being relatively straightforward to
measure and readily understood while critical skills refer to particular capabilities needed within an
occupation, for example, general management skills, communication and customer handling skills,
team-work skills, communication technology skills.
The Department of Higher Education and Training has also included a differentiation between
absolute and relative scarcity of skills in the definition:
(a) Absolute scarcity refers to suitably skilled people who are not available in the labour market.
Specific contexts in which absolute scarcities may arise include:
 A new or emerging occupation, i.e. there are few, if any, people in the country with the
requisite skills.
 Firms, sectors and even the national economy are unable to implement planned growth
strategies because productivity, service delivery and quality problems are 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 skills that need to be replaced (DoL,
2006c).
(b) Relative scarcity refers, for example, to the context where suitably skilled people are in fact
available in the labour market but they do not exhibit other employment criteria, for
example:
 High-level work experience, for example project management of large construction sites
such as dams or power plants.
 Geographical location, for example, people are unwilling to work outside of urban areas.
 Equity considerations, for example, there are few if any candidates with the requisite
skills from specific groups available to meet the skills requirements of firms and
enterprises (DoL, 2006c).
The above information on definition of scarce and critical skills is taken as an excerpt from the first
National Master Scarce Skills List for South Africa
Click on create to open the form as follows:
38
AUTHORISATION FORM
This section is self-explanatory, the questions remaining relate to who can be appointed to sign on
behalf of the ‘Authorised Signatory’. The organisation can determine this, but it is recommended
that it be a person of significant standing within the organisation, such as the Managing Director or
39
the Financial Director. The person must be able to authenticate the information, and represent the
organisation in this verification process.
Similarly the organisation will select who can sign on behalf of the Training Committee, as the
employer representative and the employee representative.
The Skills Development Facilitator who signs the document is the registered SDF (Skills
Development Facilitator) with the BANKSETA. The signatures also signify that consultation has
occurred around the Workplace Skills Plan.
Please note the following:

The signed authorization form must be uploaded onto the BANKSETA system on the document uploads
tab

You will need to submit proof of banking details in one of the following ways:
1. copy of a blank/ cancelled cheque or
2. a letter from the bank where the account of the company is held on the bank’s
letterhead WITH the bank’s stamp or
3. the bank statement of the company (transactions of the company can be hidden)
ALSO BEARING a Bank stamp
4. Please note that the bank stamp date should not be more than 3 months old

This forms part of the mandatory yearly audit requirements to enable the electronic transfer of
grant payments to your account.
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8. ANNEXURES
Annexure 1 NQF Levels Summary Document
Table 2: Proposed Model of SA Level Descriptors.
Level
Foundational Competence
Practical Competence
Reflexive Competence
Demonstrate use of recall and elementary
comprehension skills in a narrow range of areas
with dependency on ideas of others.
Operate in closely defined contexts under close
supervision.
Perform directed activity.
No responsibility for the learning of
others.
Possession of basic skills.
Perform clearly defined tasks.
GET
1
Carry out repetitive and predictable procedures.
Receive and pass on information.
FET
2
Demonstrate basic comprehension and employ a
narrow range of skills.
Apply known solutions to familiar problems.
Show basic competence in a limited range of
established and familiar contexts under general
supervision and quality control.
Basic processing of readily available information.
Follow established and familiar procedures.
Some limited/restricted responsibility for
quantity and quality of one’s own output.
Possibility of responsibility for guiding
others.
Co-operate with others.
3
Possession of a well-developed range of skills.
Apply relevant knowledge with underpinning
comprehension in a number of areas.
Demonstrate ability to make comparisons and
interpret available information.
4
Operate in a number of contexts some of which
may be non-routine.
Make significant choice from a wide range of
procedures.
Co-ordinate with others.
Possession of wide-ranging scholastic or technical
skills.
Operate in a variety of familiar and unfamiliar
contexts under broad guidance and evaluation.
Possession of a broad knowledge base
incorporating some basic theoretical concepts.
Select from a considerable choice of procedures.
Demonstrate ability to access, analyse and
evaluate information independently.
Employ a range of responses to well-defined but
often unfamiliar or unpredictable problems.
Significant responsibility for quantity and
quality of one’s own output under general
supervision and quality checking.
Possibility of being responsible for the
output of others.
Give presentations to an audience.
Complete responsibility for quantity and
quality of output.
Possible responsibility for the quantity and
quality of output of others.
Level
Foundational Competence
Practical Competence
Reflexive Competence
Possession of wide-ranging, specialised scholastic
or technical skills.
Operate in a variety of routine and non-routine
contexts under general supervision.
Possession of a broad knowledge base with
substantial depth in other areas.
Select from a wide choice of procedures ranging
from standard and non-standard.
Full responsibility for the nature, quantity
and quality of output.
Possible responsibility for the
achievement of group output.
HET
5
Plan, select or present information, methods or
resources.
6
Possession of wide-ranging, specialised scholastic, Operate in highly variable scholarly, technical,
professional or technical skills and basic (applied or professional contexts within broad parameters for
theoretical) research across a major discipline.
well-defined activities.
Ability to analyse, evaluate and reformat a wide
range of information.
Ability to formulate appropriate responses to
resolve both concrete and abstract problems.
7
Select from a wide choice of procedures, standard
and non-standard, and often in non-standard
combinations in a major discipline.
Generate ideas by analysing information and
concepts at an abstract level.
Diagnose problems and create appropriate
responses to resolve both concrete and abstract
problems in a range of technical, professional or
management functions.
Possession of highly specialised, scholastic,
professional, technical and advanced research
across a major discipline.
Operate in complex, variable, highly specialised
and unpredictable contexts within broad
parameters and functions.
Demonstrate ability to critically review,
consolidate and extend a systematic and coherent
body of knowledge.
Select from a full range of advanced procedures in
a major discipline.
Demonstrate ability to analyse, transform and
critically evaluate new information, abstract data
and concepts including evidence from a range of
sources.
Ability to create appropriate responses to resolve
abstract contextual problems.
Complete accountability for determining
and achieving personal and/or group
output.
Diagnose problems and create appropriate
responses to resolve contextual and abstract
problems.
Ability to transfer and apply diagnostic skills in a
range of contexts.
Complete accountability for determining
for determining, achieving and evaluating
personal and/or group output.
Level
Foundational Competence
Practical Competence
Reflexive Competence
8
Display mastery of a complex and specialised area
of knowledge and skills.
Operate in complex, advanced and highly
specialised contexts.
Ability to generate, evaluate and synthesize
information and concepts at highly abstract levels.
Select from complex and advanced procedures
across a major discipline.
Complete accountability for determining,
achieving and evaluating personal and
group output.
Demonstrate expertise in highly specialised and
advanced technical, professional and/or research.
Conduct research, or advanced technical or
professional activity.
Design and apply research methods and
communicate research to peers.
8+
Possession of expert, highly specialised and inOperate in highly specialised and unpredictable
depth technical/professional or research skills,
contexts.
both across a major discipline and interdisciplinary. Select from highly complex, advanced and highly
specialised procedures across a major discipline
Ability to generate, evaluate and synthesize
information and concepts at highly abstract levels. and interdisciplinary.
Make a significant and original contribution in a
specialised field and engage in critical dialogue.
Ability to respond to abstract problems that
expand and redefine existing knowledge.
Demonstrate command of methodological issues.
Communicate results of research to peers and
engage in critical dialogue.
Complete accountability for determining,
achieving, evaluating and applying all
personal and/or group output.