Introduction to the Role
of the SDF
April 2009
Facilitated by
Andrea van der Westhuizen
Handbook
The views expressed in this document are not necessarily those of Fasset’s.
INDEX
ACRONYMS ....................................................................................................................................................... 3
SECTION 1: UNDERSTANDING THE STRUCTURES & RELATIONSHIPS BETWEEN
SAQA AND SDA LEGISLATION .............................................................................................................. 5
1.
THE SOUTH AFRICAN QUALIFICATIONS ACT ................................................................................... 5
1.1 What is the NQF? .......................................................................................................................... 6
1.2 Fields of Learning ......................................................................................................................... 7
1.3 Objectives of the NQF ................................................................................................................. 8
1.4 Principles of the NQF ................................................................................................................... 8
1.5 Proposed Changes to the NQF ................................................................................................. 9
2. WHAT IS THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA)......................................... 11
2.1 Standards Setting ....................................................................................................................... 12
2.2 Quality Assurance ....................................................................................................................... 12
3. SKILLS DEVELOPMENT ACT (SDA) .............................................................................................. 14
3.1
Legislation Changes....................................................................................................................... 15
4. THE SKILLS DEVELOPMENT LEVIES ACT, 1999 ............................................................................ 15
4.1 Setas ............................................................................................................................................... 16
5. THE NATIONAL PICTURE ............................................................................................................... 17
6. INTERPRETING LEGISLATION......................................................................................................... 18
SECTION 2: ASSESSMENT & THE NQF ........................................................................................... 19
1.
UNIT STANDARDS & QUALIFICATIONS ......................................................................................... 19
1.1 Defining Unit Standards ........................................................................................................... 19
1.2 Components of a Unit Standard............................................................................................ 19
1.3 Finding Unit Standards ............................................................................................................. 22
1.4 Qualifications ................................................................................................................................ 22
1.5 Skills Programmes ...................................................................................................................... 24
2. WHAT IS ASSESSMENT? ............................................................................................................... 24
2.1 What is Competence? ............................................................................................................... 24
2.2 Forms of Assessment ................................................................................................................ 25
3. WHAT IS RECOGNITION OF PRIOR LEARNING (RPL)? .................................................................. 26
SECTION 3: DEVELOPING THE STRATEGIC ROLE OF THE SDF ....................................... 27
1.
SKILLS DEVELOPMENT FACILITATOR ............................................................................................. 27
1.1 Appointment of an SDF ............................................................................................................ 27
1.2 Function of an SDF ..................................................................................................................... 27
1.3 SDF Unit Standards ................................................................................................................... 28
1.4 The Association of Skills Development Facilitators of South Africa (ASDFSA) ... 28
1.5 South African Board of Personnel Practitioners (SABPP) ............................................ 29
1.6 American Society for Training and Development (ASTD) ........................................... 29
2. THE TRAINING COMMITTEE .......................................................................................................... 29
2.1 Role of the Training Committee ............................................................................................ 30
2.2 Constitution of the Training Committee............................................................................. 31
2.3 Scope of a Committee .............................................................................................................. 31
2.4 Objectives ...................................................................................................................................... 31
SECTION 4: DEVELOPING AND IMPLEMENTING A WSP ..................................................... 33
1.
UNDERSTANDING THE DEVELOPMENT OF A SKILLS PLAN .............................................................. 33
1.1 Benefits of Planning ................................................................................................................... 33
1.2 Planning Process ......................................................................................................................... 33
2. COMPLETING AND SUBMITTING THE DOCUMENTATION ................................................................. 36
2.1 Reporting on Training Implemented ................................................................................... 36
2.2 Workplace Skills Plan - Reporting on Planned Training ............................................... 37
2.3 Important Notes .......................................................................................................................... 37
2.4 OFO Codes & Occupational Categories ............................................................................... 37
Introduction to the Role of the SDF Handbook (2009)
1
SECTION 5: LEVIES, GRANTS AND FASSET-FUNDED INTERVENTIONS .................... 43
1.
2.
WHEN WILL YOU PAY THE LEVY? ................................................................................................... 43
EMPLOYERS QUALIFYING TO PAY SDL ........................................................................................... 43
2.1 Am I paying my Skills Development Levy? ...................................................................... 43
2.2 To which Seta should I pay my SDL? ................................................................................. 43
2.3 Where does your money go? ................................................................................................. 44
3. EMPLOYERS EXEMPT FROM PAYING THE SDL................................................................................. 45
4. CLAIMING GRANTS ....................................................................................................................... 45
4.1 Mandatory Cash Grant .............................................................................................................. 45
4.2 Strategic Cash Grant ................................................................................................................. 46
4.3 Learnership Cash Grant ........................................................................................................... 46
5. UNCLAIMED LEVIES ...................................................................................................................... 48
5.1 ABET Programme ........................................................................................................................ 48
5.2 Fasset’s Development Projects .............................................................................................. 48
5.3 Free Training Events – Lifelong Learning .......................................................................... 50
6. MONITORING GRANT PAYMENTS FROM FASSET ............................................................................ 51
SECTION 6: UNDERSTANDING LEARNERSHIPS ...................................................................... 53
1.
WHAT IS A LEARNERSHIP? ........................................................................................................... 53
1.1 Characteristics of a Learnership ........................................................................................... 53
1.2 Why Learnerships? ..................................................................................................................... 53
1.3 Benefits of Learnerships .......................................................................................................... 54
1.4 Learnerships vs. Apprenticeships ......................................................................................... 54
2. LEARNERSHIPS AVAILABLE ........................................................................................................... 54
SECTION 7: IMPLEMENTING AND MANAGING LEARNERSHIPS ..................................... 60
1.
EMBARKING ON A LEARNERSHIP ................................................................................................... 60
1.1 Selecting a Learner .................................................................................................................... 60
2. ENROLLING LEARNERS ONTO A LEARNERSHIP ............................................................................... 60
2.1 Learnership Agreement ............................................................................................................ 61
2.2 Registering the Learner on the Learnership ..................................................................... 63
3. RUNNING THE LEARNERSHIP......................................................................................................... 63
3.1 Supporting the Learner ............................................................................................................ 63
3.2 Reporting and Administration ................................................................................................ 64
REFERENCES .................................................................................................................................................. 64
HANDY RESOURCES .................................................................................................................................. 65
Introduction to the Role of the SDF Handbook (2009)
2
Acronyms
Acronym
Name
ASTD
American Society for Training and Development
AAT
Associate Accounting Technician
AAT
Association of Accounting Technicians
ABET
Adult Basic Education and Training
ACCA
Association of Chartered Certified Accountants
ANC
African National Congress
ASDFSA
Association of Skills Development Parishioners of South Africa
ATR
Annual Training Report
BEE
Black Economic Empowerment
CA
Chartered Accountant
CAT
Certified Accounting Technician
CCFO
Critical Cross Field Outcome
CHE
Council on Higher Education
CIMA
Chartered Institute of Management Accountants
CTA
Certificate in the Theory of Accounting
DA
Democratic Alliance
DoL
Department of Labour
ETQA
Education and Training Quality Assurance body
Fasset
SETA for Finance, Accounting, Management Consulting and other Financial Services
FassetQA
Fasset Quality Assurance Authority
FET
Further Education and Training
GET
General Education and Training
HEQF
Higher Education Qualifications Framework
HEQC
Hither Education Quality Committee
HET
Higher Education and Training
HR
Human Resources
GFETQF
General and Further Education and Training Qualifications Framework
ICB
Institute of Certified Bookkeepers
LCG
Learnership Cash Grant
NLP
Non Levy Payer
NLRD
National Learner Record Database
Introduction to the Role of the SDF Handbook (2009)
3
Acronym
Name
NQF
National Qualifications Framework
NSA
National Skills Authority
NSB
National Standards Bodies
NSDS
National Skills Development Strategy
NSF
National Skills Framework
OFO
Organising Framework for Occupations
OLS
Occupational Learning System
OQF
Occupational Qualifications Framework
PAYE
Pay as you Earn
QAP
Quality Assurance Partner
QCTO
Quality Council for Trades and Occupations
QE
Qualifying Examination
RPL
Recognition of Prior Learning
RSA
Republic of South Africa
SABPP
South African Board of Personnel Practitioners
SAICA
South African Institute of Chartered Accountants
SAIPA
South African Institute of Professional Accountants
SAQA
South African Qualifications Authority
SARS
South African Revenue Service
SCG
Strategic Cash Grant
SDA
Skills Development Act
SDF
Skills Development Facilitator
SDL
Skills Development Levy
SDLA
Skills Development Levies Act
SDPU
Skills Development Planning Unit
SETA
Sector Education and Training Authority
SGB
Standards Generating Body
SIC
Standard Industrial Classification
SMME
Small, Medium and Micro Enterprise
SSP
Sector Skills Plan
UFH
University of Fort Hare
UJ
University of Johannesburg
WSP
Workplace Skills Plan
Introduction to the Role of the SDF Handbook (2009)
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Section 1: Understanding the Structures & Relationships
between SAQA and SDA Legislation
The South African government realized, in the early 90’s, that if a country would like to experience
economic growth, they had to utilize their citizens and in order to do this, training would be of the
utmost importance.
In 1992 eight working groups were established and charged with developing a new national training
strategy.
The working groups had representation from trade unions, employers, the State, providers of
education and training, the African National Congress (ANC) Education Department, and the
Democratic Alliance (DA). Working Group 2 reached agreement on a new integrated framework and
1994 saw the publication of three documents which laid the foundation for the South African
Qualifications Authority (SAQA) Act (RSA, 1995).
1. The South African Qualifications Act
The South African Qualifications Authority Act No. 58 (SAQA Act) was published in 1995 and
stipulated:

the development and implementation of the National Qualifications Framework (NQF) and

the establishment of the SAQA, a body who would be responsible for the development and
implementation of the NQF.
The new National Qualifications Framework Act No 67 of 2008 was legislated in March 2009, but at
the time of publication of this manual, none of its associated regulations were yet legislated.
This new Act provides for the National Qualifications Framework and the South African Qualifications
Authority as originally set out in The SAQA Act. It also provides for the responsibilities of Ministers,
Quality Councils and for transitional arrangements.
It is closely based on the SAQA Act and thus we will examine this Act too. However, strictly speaking
it repeals this Act and replaces it.
We will first investigate the NQF.
Introduction to the Role of the SDF Handbook (2009)
5
1.1
What is the NQF?
The NQF can be seen as an integrated framework of all qualifications and components of
qualifications at all levels. This has led to the NQF being compared to a ladder. The NQF covers
many possible learning and career paths, which include all forms of education and training and each
step in the ladder represents progress. In that way the ladder is designed to make it easier for people
to move upwards in their career paths. (Cloete, 2005)
We can go further by saying that each step of the ladder is governed by principles and guidelines that
standardise the learning that takes place at that step or level.
The NQF is a structure used to
establish a common understanding of learning achieved. The NQF has won wide acceptance as the
principal instrument through which national education and training qualifications are recognised and
quality assured.
1.1.1
Structure of the NQF
The NQF consists of three bands and now has 10 levels as can be seen in Figure 1.1 – we will see
the implementation of these 10 levels during the course of 2009.
QUALIFICATION AND
CERTIFICATES
Higher
Education &
Training
(HET)
10
Doctorates
9
Masters Degrees
Post graduate diplomas and Professional
Qualifications
Bachelors Degrees and Advanced
Diplomas
8
7
6
5
4
Further
Education &
Training
(FET)
3
2
General
Education &
Training
(GET)
1
Diplomas and Advanced certificates
Higher Certificates and Advanced National
(vocational) Certificates.
Std 10 / Grade 12, N3 / NCS
National Senior Certificate and National
(vocational) Certificates.
Std 9 / Grade 11, N2 / NIC
National (vocational) Certificates.
Std 8 / Grade 10
Further Education and Training
Certificates.
Senior Phase, Std 7 /
ABET Level
Grade 9
4
ABET Level
Intermediate Phase
3
ABET Level
Foundation Phase
2
Pre-School
ABET Level
1
INSTITUTIONS
Tertiary / Research / Professional Instructions
Universities / Technikons / Colleges / Private /
Professional Institutions / Workplace / etc.
Formal high
schools /
Private / State
schools
Formal schools
(Urban / Rural /
Farm / Special)
Technical /
Community /
Police / Nursing /
Private colleges
Industry
Training
Boards /
Unions /
Workplace, etc
Occupation /
Work-based
training /
Upliftment
programmes /
Community
programmes
NGOs /
churches /
Night schools/
ABET
programmes /
Private
providers/
Industry
training boards
/ Unions/
Workplace, etc
Figure 1.1: Structure of the NQF
Introduction to the Role of the SDF Handbook (2009)
6
Each NQF level represents a step of the ladder used as an example earlier. It is clear from this
structure that provision has been made for progression (moving from one level to the next). Provision
has also been made for horizontal articulation between qualifications. (Rainbow SA, The National
Skills Development Handbook)
NQF Level 1 is the basic amount of compulsory education which everyone in the country should have.
It fits into what is called the General Education and Training Band (GET sector).
NQF Levels 2 – 4 represent additional education that takes place below university or tertiary education
level. It is called the Further Education and Training band (FET sector). (Rainbow SA, The National
Skills Development Handbook)
From NQF Level 5 - 10 is the Higher Education & Training (HET) sector. Education and training at
these levels can be achieved through tertiary education (at universities/technikons) or through
workplace providers and private training institutions.
1.2
Fields of Learning
There are 12 different fields of learning within the NQF. All unit standards and qualifications are
categorized across these areas of learning:
1. Agriculture and Nature Conservation
2. Culture and Arts
3. Business, Commerce and Management Studies
4. Communication Studies and Language
5. Education, Training and Development
6. Manufacturing, Engineering and Technology
7. Human and Social Studies
8. Law, Military Science and Security
9. Health Science and Social Services
10. Physical, Mathematical, Computer and Life Sciences
11. Services
12. Physical Planning and Construction
Unit standards specify the outcomes that a learner will need to achieve by indicating:
 What a learner must be able to do,
 How well they must do it and
 Within what parameters (scope or context) it must be done.
Qualifications are made up of a number or unit standards equaling a minimum of 120 credits. Each
qualification will however specify the amount of credits required to obtain that specific qualification.
Introduction to the Role of the SDF Handbook (2009)
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1.3
Objectives of the NQF
The SAQA Act listed five objectives of the NQF. These objectives aim to overcome the challenges
faced due to the legacy of the previous education and training system.
Objectives of the NQF:

To create an integrated national framework for learning achievements,

To facilitate access to, and mobility and progression within education, training and career
paths,

To enhance the quality of education and training,

To accelerate the redress of past unfair discrimination in education, training and employment
opportunities and thereby,

To contribute to the full personal development of each learner and the social and economic
development of the nation at large.
The NQF Act of 2008 also makes provision for and recognition of professional bodies—their role in
the system will be to develop qualifications and quality assure programmes in their fields of expertise.
Professional bodies will work very closely with sector quality councils where relevant.
1.4
Principles of the NQF
The principles and guidelines of the NQF is based on, are grounded in:

The eradication of injustice,

The achievement of reconstruction and development goals and

The transformation and the promotion of quality in education and training (SAQA, 2001).
The following principles underpin the objectives of the NQF and contribute to the benefits of the NQF:
Principle
Description
Integration
Education and training should form part of a system of human
resources development which provides for the establishment of an
underlying approach to education and training.
Relevance
Education and training should be, and remain, responsive to national
development needs.
Credibility
Education and training should have international and national value
and acceptance.
Coherence
Education and training should work within a consistent framework of
principles and certification.
Flexibility
Education and training should allow for multiple pathways to the
same learning ends.
Standards
Education and training should be expressed in terms of a nationally
agreed framework and internationally acceptable outcomes.
Legitimacy
Education and training should provide for the participation of all
Introduction to the Role of the SDF Handbook (2009)
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Principle
Description
national stakeholders in the planning and co-ordination of standards
and qualifications.
Access
Education and training should provide ease of entry to appropriate
levels of education and training for all prospective learners in a
manner which facilitates progression.
Articulation
Education and training should provide for learners, on successful
completion of accredited prerequisites, to move between
components of the delivery system.
Progression
Education and training should ensure that the framework of
qualifications permits individuals to move through the levels of
national qualifications via different appropriate combinations of the
components of the delivery system.
Portability
Education and training should enable learners to transfer credits of
qualifications from one learning institution and/or employer to
another.
Recognition
Learning
of
Prior
Guidance of Learners
1.5
Education and training should, through assessment, give credit to
learning which has already been acquired in different ways.
Education and training should provide for counselling of learners by
specially trained individuals who meet nationally recognised
standards for educators and trainers.
Proposed Changes to the NQF
The new National Qualifications Framework Act No 67 of 2008 was legislated in March 2009, but at
the time of publication of this manual, no regulations were yet legislated.
This new Act provides for the National Qualifications Framework, the responsibilities of Ministers and
for the South African Qualifications Authority. It also provides for Quality Councils and for transitional
arrangements. It repeals the South African Qualifications Authority Act of 1995.
According to this new act, some significant changes to the NQF have come into being. These are
discussed below.
The main features of the new NQF Act that distinguish it from the SAQA Act are:
1. The NQF—The initial SAQA Act of 1995 did not describe the NQF as it had not yet been
established. The new NQF Act contains such a description clarifying the notion of an NQF and
the way it is organised (including its sub frameworks). The change of name from the “SAQA Act”
to the “NQF Act” reflects this transferral.
2. SAQA’s role—The SAQA Act gave SAQA the task of conceptualizing the NQF and leading its
implementation. Due to the degree of centralization and conceptual and procedural inflexibility the
NQF Act secures an apex role for SAQA as the custodian of the values of the NQF, research
organisation, learning database manager and advisor on the entire NQF system. SAQA will also
work very closely with the three sectoral quality assurance bodies in fulfilling the objectives of the
NQF.
Introduction to the Role of the SDF Handbook (2009)
9
3. Simplification—The SAQA Act sanctioned SAQA to recognise and utilize substructures to carry
out the design of standards and qualifications and to undertake quality assurance. Thus NQF
processes became complicated with overlapping directives. The NQF Act names three quality
assurance councils with clear lines of accountability and specific requirements for collaboration
and dispute resolution.
4. Sectors not BANDS—The SAQA Act formalized the concept of the NQF bands as an organising
principle.
1.5.1
Overview of the Changes to the NQF
SAQA continues to exist as the apex body in education and training quality assurance with many of its
functions unchanged.
South Africa now has three National Qualifications Frameworks:

The Higher Education Qualifications Framework (HEQF) – already gazetted on 5 Oct
2007,

The General and Further Education and Training Qualifications Framework (GFETQF),

The Occupational Qualifications Framework (OQF).
The OLS is primarily focused on work related training in the NQF. Academic learning and the primary
– secondary school systems (in the GFETQF) are not directly affected by the OLS. The OLS takes
place in a new sub-framework of the NQF dedicated to occupational learning.
The other sub-
frameworks contain the higher education system, and the general and further education systems
(schools and FET colleges).
The three Qualification Frameworks will still be part of one NQF. The 8 levels of the NQF have been
increased to 10.
Each of the three frameworks has a responsible quality assurance council:

The Council on Higher Education (CHE), with its Higher Education Quality Committee
(HEQC),

Umalusi for general and further education,

Quality Assurance Council for Trades and Occupations (QCTO) – new body responsible
for the quality assurance of occupational qualifications.
Qualification Framework
Higher Education
(HEQF)
Qualifications
Quality Council
Framework
Council on Higher Education (CHE) with its
Higher Education Quality Committee (HEQC)
General and Further Education and Training
Qualifications Framework (GFETQF)
Umalusi
Occupational Qualifications Framework (OQF)
Quality Council for Trades and Occupations
(QCTO)
Introduction to the Role of the SDF Handbook (2009)
10
At this stage it is foreseen that the QCTO will delegate specific quality assurance activities to suitable
agencies, primarily the Setas (Sector Education Training Authorities) and other bodies who choose to
work with the QCTO. These bodies can include professional bodies such as South African Institute of
Chartered Accountants (SAICA) who currently has a quality assurance function. Many Setas have
been fulfilling this quality assurance role since their inception in 2000, and so the continued use of
these systems and processes will assist to maintain the momentum already gained by these
Education Training Quality Assurance Bodies (ETQAs).
Fasset will keep you up-to-date on developments through their website and newsletter.
Figure 1.2: The new Organisational Learning System (courtesy of Rainbow SA – The National Skills
Handbook 2009)
2. What is the South African Qualifications Authority (SAQA)
SAQA was established to oversee the NQF’s implementation and development.
SAQA has two aims:

Standards Setting – responsible for overseeing the development of the NQF,

Quality Assurance – oversees the implementation of the NQF.
Introduction to the Role of the SDF Handbook (2009)
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SAQA has been commissioned with both broad and specific functions. The broad functions focus on
strategic planning and budgets that will channel the NQF, as well as the development of a system of
collaboration between SAQA and the mandates of the Quality Councils (QCs).
SAQA’s specific functions on the advice of the QCs include:
1. Recommending level descriptors to the Minister - ensuring their relevancy (level descriptors
are statements describing learning achievement at a particular level on the NQF),
2. Preparing policy frameworks that will guide the operations of the QCs (qualifications,
assessment, RPL, quality assurance, credit accumulation and transfer, recognition of
professional bodies and the registration of professional designations),
3. The maintenance of the National Learner Records Database (NLRD),
4. The evaluation of foreign qualifications and public information on the NQF.
2.1
Standards Setting
Standards Generating Bodies (SGBs) are currently responsible for the generation of unit standards
and qualification. In the future (as per the NQF Act) the Standards Setting directorate will be
responsible for creating unit standards and qualifications through bodies known as the standards
advisory panels.
2.2
Quality Assurance
The QCTO’s Quality Assurance Directorate will be responsible for ensuring the delivery of high quality
training and education. This function is currently executed by professional body and Seta ETQAs.
2.2.1
ETQAs (Education and Training Quality Assurance bodies)
An ETQA is a body that is responsible for ensuring the quality of the delivery and assessment of
registered standards and qualifications by providers in its relevant sector. 33 ETQAs are currently
accredited by SAQA, of which Fasset is one.
The full list can be found on SAQA’s website
(www.saqa.org.za) under ‘Accredited ETQAs’.
The current function of an ETQA is to:

Accredit providers to conduct assessments against unit standards and qualifications
registered on the NQF,

Promote quality amongst constituent providers,

Monitor provision of training – conduct quality audits at specified intervals,

Evaluate assessment and facilitate moderation among constituent providers,

Register assessors,

Certificate learners,

Co-operate with relevant moderating bodies,
Introduction to the Role of the SDF Handbook (2009)
12

Recommend new standards or qualifications to National Standards Bodies (NSBs),

Recommend modifications to existing standards and qualifications to NSBs,

Submit reports to SAQA (SAQA, 2007).
SAQA accredits ETQAs and monitors and audits them in order to assure the quality of the execution
of the above functions. The ETQA function is executed by:

Setas,

Professional Bodies, e.g. SAICA,

The Higher Education Quality Committee (HEQC),

Umalusi.
2.2.2
Fasset’s ETQA
The Fasset Seta ETQA (FassetQA) was accredited by SAQA in September 2001.
FassetQA’s
submission was prepared on a consultative basis with all stakeholders, including professional bodies.
This process included workshops and one-to-one sessions with professional institutes. The aim was
to minimize duplication, build a coherent system of quality control and encompass all quality aspects
of the sector.
Fasset’s strategy to carry out its mandate in accordance with its accredited quality assurer status
may be summarized as follows:
1. Department of Labour (DoL) sets out targets for the Seta every five years
2. Fasset interprets these targets and how they will be achieved
3. Fasset Management Board strategy planning takes place annually in August
4. All information is made public and people can contact the board member who represents their
constituency or stakeholder representative to submit their proposal to the board on their
behalf
5. The board will then consider it if it is aligned with the targets set forth in point 2.
Therefore Fasset’s implementation strategy to carry out their mandate is informed by research,
stakeholder requests and sub committees
In order to carry out is quality assurance mandate further, Fasset uses a particular quality assurance
model that is discussed below.
2.2.3
Quality Assurance Model
Quality assurance of the majority of qualifications in Fasset’s sector is managed by the sector’s
professional bodies. In consultation with the professional bodies, it was decided that Fasset would
adopt a Quality Assurance Partners (QAPs) model for quality assurance in the sector.
Introduction to the Role of the SDF Handbook (2009)
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To gain accreditation for qualifications that fall within their scope, professional bodies apply, and have
to meet rigorous criteria, in order to perform quality assurance functions on behalf of FassetQA.
QAPs accredit providers and are responsible for some of the ETQA functions (including site visits and
monitoring visits), however Fasset remains responsible for the verification of assessments and
certification of learners.
The following professional bodies act as QAPs:

The South African Institute of Professional Accountants (SAIPA)

Association of Certified Chartered Accountants (ACCA)

Association of Accounting Technicians (AAT)

Chartered Institute of Management Accountants (CIMA)

Institute of Certified Bookkeepers (ICB)
2.2.4
SAICA
The South African Institute of Chartered Accountants (SAICA) is accredited by SAQA as an ETQA and
can perform all the functions of an ETQA as listed in section 2.2.1. SAICA is responsible for the
quality assurance of a number of qualifications e.g. the Chartered Accountant (CA): Auditing.
Only Setas can however register learnerships and can register learners on learnerships, and as a
result SAICA is working in partnership with Fasset in implementing the following Fasset registered
learnerships:

Chartered Accountant: Auditing

Chartered Accountant: Financial Management

Associate General Accountant

Associate Accounting Technician
SAICA reports to Fasset on the status and progress of the learners enrolled on the above
learnerships.
3. Skills Development Act (SDA)
Once the foundations for the education and training system had been laid, the Skills Development Act
was promulgated in 1998.
The purpose of the Act was to:

Develop the skills of the South African workforce,

Increase levels of investment in education and training in the labour market,

To improve the return of investment,

Encourage employers to use the workplace as an active learning environment,

Provide employees with opportunities to acquire new skills.
Introduction to the Role of the SDF Handbook (2009)
14
The following institutions were established by the Act:

The National Skills Authority (NSA),

The National Skills Fund (NSF),

A skills development levy grant scheme (later stipulated in the Skills Development Levies Act
of 1999),
3.1

Sector Education & Training Authorities (Setas),

Labour centres,

Skills Development Planning Unit (SDPU).
Legislation Changes
The Skills Development Amendment Act 20038 was gazetted on 1 December 2008. Although the
amended act remains largely unchanged when compared to the draft Amendment Act gazetted in
February 2008, there are some changes that will affect SDFs. These have been described in the
content above. Detail on the changes may be found on the Fasset website (www.fasset.org.za).
4. The Skills Development Levies Act, 1999
Many leading countries voluntarily spend 5% and more of their payroll on training. The average
expenditure on training in 2000 in South Africa was 1.3% of payroll. (Rainbow SA, 2007) As South
Africans were not voluntarily increasing the money spent on training, the Skills Development Levies
Act (SDLA) of 1999 was implemented.
The principal aim of the SDLA is to finance skills development programmes by way of a compulsory
levy system. Based on the Act, every company that exceeds the threshold set for the annual payroll
(as calculated for Pay as You Earn (PAYE)) has to pay a 1% levy.
Changes were made to the Levy-Grant System in 2005 and based on these changes, every company
with a payroll that exceeds R500 000 now has to pay the 1% levy.
CHANGES TO THE LEVY GRANT SYSTEM
Year
Levy based on annual payroll that exceeds:
Mandatory Grant
Discretionary Grant
1999 – 2005
R250 000
60%
10%
2005 - current
R500 000
50%
20%
It would seem that the Act did have an effect as expenditure on training increased. The average
expenditure on training as a percentage of payroll in 2002/03 was 2.1%. Large enterprises spent at
2.8%, which is a much higher proportion than medium and small enterprises. This pattern of higher
levels of spending in large enterprises compares similar to the international experience, where
expenditure on training usually increases with enterprise size (Labour Market Review 2005).
Introduction to the Role of the SDF Handbook (2009)
15
More information on Levies will be provided in Section 5: Levies and Grants.
The National Skills Development Strategy (NSDS) 2005 - 2010 is intended to implement the SDA.
The NSDS 2005 - 2010 spells out the national priority areas to which the projected R21, 9 billion,
income from the Skills Development Levy (SDL), will be allocated over these five years. Details of this
can be downloaded from the Department of Labour (DoL) website.
4.1
Setas
25 Setas were established in March 2000 in terms of the SDA, to cover all sectors in South Africa,
including government, to serve the training needs of the various industries.
There are now 23
registered Setas. The Setas are licensed by the DoL for five year periods and where the DoL have
seen it appropriate to not renew certain Seta licenses, Setas may fall away.
A list of the current Setas can be found on the Department of Labour’s website (www.labour.gov.za).
These include for example:
1. Bank Seta: servicing the banking and microfinance industries
2. Agri Seta: servicing the primary and secondary agriculture sectors
Fasset is the Seta for Finance, Accounting, Management Consulting and other Financial Services.
The members of a Seta include employers, trade unions, professional bodies, government
departments and bargaining councils, where relevant, from each industrial sector.
4.1.1
The Work of Setas
We have mentioned earlier that a Seta acts as a quality assurance body for education and training in
their sector. All Setas will thus have an ETQA department.
Fasset will, specifically, in accordance with the SDA:

Develop a SSP within the framework of the NSDS,

Implement a SSP by:
o
Approving and monitoring WSPs,
o
Establishing Learnerships,
o
Allocating grants to employers, education and training service providers and employees
and
o

Monitoring education and training in this sector.
Promote Learnerships by:
o
Identifying appropriate workplaces where individuals can gain practical work experience,
o
Improving and supporting learning through the development of learning methodologies
and materials,
o

Assisting in the conclusion, registration and monitoring of Learnership agreements.
Liaise with the NSA as well as other Setas on issues including:
Introduction to the Role of the SDF Handbook (2009)
16

o
National skills strategy,
o
Skills development policy,
o
Its own SSP.
Report to the Director-General of Labour on the implementation of its SSP, its income and
expenditure,

Liaise with the employment services of the DoL and education councils and other regulatory
bodies in terms of education laws of South Africa in order to improve the quality of
information:

o
About employment opportunities,
o
Between education providers and the labour market.
Facilitate the involvement of the relevant government departments in the activities of Fasset
in order to:
o
Address the competency requirements for social delivery,
o
Address the learning needs of the most vulnerable segments of the sector,
o
Promote training in Small, Medium, Micro Enterprises (SMMEs) to enable them to
qualify for public contracts.

Perform any other duties imposed by the Act or any other function not specifically mentioned,
in order to fulfil the objectives of Fasset (Fasset, 2008).
5. The National Picture
The NQF
Dept of
Education
SA Qualifications
Authority (SAQA)
10
9
8
7
6
5
4
3
2
(HETC)
Higher
Education
(FETC)
Further
Education
Dept of
Labour
SKILLS DEVELOPMENT STRATEGY
National Skills
Authority (NSA)
(GETC) General
Education
ABET
SCHOOL
1
Standards
advisory
panels
Setas
NLRD
Sectoral Education
& Training
Authority
ETQA’s
Education & Training
Quality Assurers
Standards
Generating
Bodies
Introduction to the Role of the SDF Handbook (2009)
Providers
Learners
SARS
SGB’s
Employers
1% Levy
17
6. Interpreting legislation
Since the inception of the concept of “skills development” in South Africa, it has become increasingly
important for SDF’s to be involved not only with policy and legislative implementation, but also to be
involved in the design and development of these policies and pieces of legislation. Varying
interpretations of Acts and regulations by Setas and other governmental and private institutions often
leave SDF’s with conflicting information.
This may leads to misrepresentation and confusion.
Communication and compliance are critical skills for an SDF and it is therefore important that you have
some understanding of how legislation is developed and finally gazetted so that you can research and
decide yourself what is considered “legal” and what is not.
Process of development of legislation includes:
1. Green Paper: this is a tentative government report of a proposal without any commitment to action;
the first step in changing the law. Green papers are issued much more frequently than white papers
and are more open ended. They are also known as consultation documents and may merely propose
a strategy to be implemented in the details of other legislation or they may set out proposals on which
the government wishes to obtain public views and opinion. They may result in the production of a
white paper.
2. White Paper: this is an informal name for a parliamentary paper enunciating government policy.
They are issued by the government and lay out policy, or proposed action, on a topic of current
concern. Although a white paper may on occasion be a consultation as to the details of new
legislation, it does signify a clear intention on the part of a government to pass new law.
3. Bill: This is a proposed new law introduced within a legislature that has not been ratified, adopted,
or received assent. Once a bill has become law, it becomes an act.
4. Legislation: This is a law which has been promulgated (“enacted") by a legislature or other
governing body. The term may refer to a single law, or the collective body of enacted law, while
"statute" is also used to refer to a single law. Legislation can have many purposes: to regulate, to
authorize, to provide (funds), to sanction, to grant, to declare or to restrict. In South Africa, legislation
is in draft until it has been for public comment. Once this process is finalised, the legislation becomes
final and then can only be changed through amendments. (Wikipedia, 2009)
Understanding these processes and the legal jargon associated with written legislation will help equip
all SDF’s to make sound recommendation and interpretations of the legislation and associated
regulations. Setas currently have no mandate to vary from these pieces of legislation and the guiding
regulations. Although interpretations may vary it is important for us to understand and hold Setas and
other government bodies accountable for their implementations of the law.
Introduction to the Role of the SDF Handbook (2009)
18
Section 2: Assessment & the NQF
Unit standards are the foundation of the NQF. (Fasset, 2008)
1. Unit Standards & Qualifications
1.1
Defining Unit Standards
Unit standards specify the outcomes that a learner will need to achieve by indicating:

What a learner must be able to do,

How well they must do it and

Within what parameters (scope or context) it must be done.
The SAQA Act, No. 58 of 1995 defines unit standards as “registered statements of desired education
and training outcomes and their associated assessment criteria”.
Unit standards are currently developed by Standards Generating Bodies (SGBs) whose work is
overseen by Standards Advisory Panels who in turn recommend the registration of unit standards to
SAQA. SAQA is responsible for the registration of unit standards on the NQF.
A unit standard is the most basic component against which recognition can be gained on the NQF.
Qualifications may consist of a number of unit standards equaling a total of a minimum of 120 credits.
Credit: Each unit standards has credits assigned to it. Credits refer to the weight assigned to a unit
standard – it indicates the time an average learner would take to achieve the unit standard. 1 credit =
10 notional hours of learning.
Notional Hour: A notional hour is the amount of hours an average learner would require to master a
unit standard.
1.2
Components of a Unit Standard
Access the unit standard ‘Compile elementary accounting reports’ (ID: 120106) on SAQA’s website
and analyse it according to the sections discussed below. Section 1.3 will guide you in finding a unit
standard.
A unit standard will always start with a table that will contain the following information:
Component
Description
SAQA Logo
Used to indicate that the unit standard has been approved by SAQA.
Unit Standard Title
The outcome of learning or training.
Introduction to the Role of the SDF Handbook (2009)
19
Component
Description
ID Number
Allocated by SAQA, used as a reference number.
NQF Level
The level at which a unit standard is pitched based on the eight
levels of the NQF
Credits
Credits refer to the weight assigned to a unit standard, it indicates
the time an average learner will take to achieve the unit standard.
SGB Name
Name of the SGB involved in compiling the unit standard.
Field & Subfield
Indication of where in the 12 fields of learning identified, this unit
standard falls.
Registration Start Date
Date on which the unit standard is registered by SAQA.
Registration End Date
Date on which the unit standard registration expires.
SAQA Decision No.
Decision number used by SAQA.
After the table, the following information will appear:
Component
Description
Purpose of the Unit Standard
States what a learner will be capable of upon completion of the
specific unit standard (should be read in conjunction with the unit
standard title). It also provides an indication as to whom the
standard is aimed at.
Learning Assumed to be in
Place and RPL
Indicates knowledge and skills that is a prerequisite of this unit
standard.
Range Statements
Defines the context and scope of the unit standard as a whole and /
or the specific outcomes and assessment criteria.
Specific Outcomes
Indication of what the learner will need to achieve within the context
of the job or task the unit standard is written for.
Assessment Criteria
Used to assess learners. Provides guidelines on what is expected
from a Specific Outcome.
Accreditation and Moderation
options
Accreditation: Specifies requirements that the Provider should meet.
Assessment: Specifies requirements that the Assessor should meet.
Moderation: Specifies moderation requirements.
Essential Embedded
Knowledge
Summarises the underlying knowledge learners require to master the
unit standard.
Critical Cross-field Outcomes
Consist of qualities the NQF identified for development in students,
these outcomes apply across all learning fields.
1.2.1
Specific Outcomes
Specific outcomes are statements regarding elements of competence. They indicate what the learner
will need to achieve within the context of the job or task the unit standard is written for.
These outcomes will not only refer to subject content, but will also include actions, roles, knowledge,
understanding, skills, values and attitudes that a learner has to perform to demonstrate competence
(SAQA, 2001).
Introduction to the Role of the SDF Handbook (2009)
20
The criteria provided indicating how these outcomes will be assessed are the assessment criteria for
those outcomes.
1.2.2
Assessment Criteria
Assessment criteria are statements whereby an assessor can judge whether the evidence provided by
a learner is sufficient to demonstrate competent performance for each related outcome.
Learners have access to the assessment criteria and are thus prepared for assessment – they know
what is expected of them to achieve outcomes and competence.
1.2.3
Critical Cross-field Outcomes (CCFOs)
All unit standards contain CCFOs. CCFOs consist of qualities the NQF has identified for development
in students, they are essential life skills and act as the foundation upon which other skills are built.
CCFOs are generic and apply to learners across all fields of learning.
There are eight critical cross-field outcomes:

Identify and solve problems using critical and creative thinking,

Work effectively in a team,

Organise and manage oneself and one’s activities,

Collect, analyse, organise and critically evaluate information,

Communicate effectively using visual, mathematical and / or language skills in oral or written
form,

Use science and technology effectively and critically, showing responsibility towards the
environment and the health of others,

Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation,

Contribute to the full personal development of an individual through awareness of:
o
How to learn more effectively,
o
How to be a more responsible citizen,
o
How to be culturally and aesthetically aware,
o
How to explore education and career opportunities,
o
How to develop entrepreneurial opportunities.
Most unit standards do not use all 8 critical cross-field outcomes:

Only the CCFOs that relate to the purpose, specific outcomes and Essential Embedded
Knowledge of the unit standard are incorporated in the unit standard,

CCFOs are adapted in each unit standard to relate to that specific unit standard, i.e. learners
are required to produce evidence that they can identify and solve problems in the context of
the unit standard.
Introduction to the Role of the SDF Handbook (2009)
21
Assessors need to ensure that their learners have addressed the CCFOs appropriately at the level of
the unit standard.
1.3
Finding Unit Standards
All unit standards are published on SAQA’s website: www.saqa.org.za. If you would like to find a unit
standard on a specific topic, you can visit this website. You can select the option:
1. Qualifications and Unit Standards,
2. Registered Qualifications and Unit Standards,
3. Search for a Unit Standard.
You can then enter the topic for which you would like to find a unit standard under Unit Standard Title.
If you do a search using a specific word, only unit standards with that word in their title will appear, so
you may have to play around with synonyms or similar concepts.
If you know the NQF level on which the unit standard should be, you can enter the NQF level to limit
your search.
Should you have the Unit Standard ID number, you will be able to find the unit standard by entering
this number under Unit Standard ID.
The SAQA website lists both expired and current unit standards as well as qualifications.
Expired unit standards: A unit standard has a life span of three years. The registration end date
indicates when a unit standard has expired. Each unit standard has a transitional period of one year
after it has expired where learners can still be enrolled on the unit standard. A teach-out period of two
years applies, i.e. learner results need to be submitted within two years of the registration date.
1.4
Qualifications
Both unit standard based qualifications and outcomes based qualifications are registered with SAQA.
1.4.1
Unit Standard Based Qualifications
Access the qualification ‘Further Education and Training Certificate: Bookkeeping’ (ID: 58376) on
SAQA’s website and analyse it according to the sections discussed below. Section 1.3 will guide you
in finding a qualification.
Qualifications are made up of a number or unit standards equalling a minimum of 120 credits. Each
qualification will however specify the amount of credits required to obtain that specific qualification.
Introduction to the Role of the SDF Handbook (2009)
22
Qualifications as with unit standards are registered by SAQA on the NQF. SAQA accredits a specific
Seta to act as quality assuror for a qualification.
A qualification will consist of:

Fundamental unit standards,

Core unit standards,

Elective unit standards.
Qualifications are structured in this way to ensure that learners are developed holistically.
Fundamental unit standards:

Will include unit standards on communication, numeracy, personal development, life skills
and computer literacy.

These unit standards are compulsory.

Learners can undergo Recognition of Prior Learning (RPL) against these unit standards
based on previous education and training.
Core unit standards:

These unit standards are the basis of the qualification, will focus on the subject matter
expertise required.

They are compulsory.
Elective unit standards:

These are used to enrich a qualification or specialise in a subject.

A learner can select the elective unit standards they would like to complete.
Expired Qualifications: The normal lifespan of a qualification is three years. The registration end date
indicates when this period has expired. After three years a qualification will be reviewed, and pending
the outcome of the review process, re-registered, significantly changed, or replaced by a newly
developed qualification. Each qualification has a transitional period of one year after it has expired
where learners can still be enrolled on the unit standard. A teach out period of n + two years applies.
(n refers to the normal duration of the qualification).
Expired Unit Standards within Qualifications: Each unit standard takes on the life span of the
qualification it is incorporated into for the purpose of the qualification. An expired unit standard will
take on the life span and phase out period of the qualification it is part of. However, should the same
unit standard be used as a stand alone component, this rule will not apply.
1.4.2
Outcomes-based Qualifications
An outcomes based qualification does not consist of unit standards. Such qualifications list exit level
outcomes that a learner has to achieve together with associated assessment criteria.
These are
sometimes registered on the NQF as a way of “bridging” qualifications from this format to unit standard
based qualifications. It is foreseen however that some professional qualifications will remain purely
outcomes based.
Introduction to the Role of the SDF Handbook (2009)
23
1.5
Skills Programmes
A Skills Programme is:

An occupationally-directed programme comprising an agreed cluster of related unit standards
equaling less than 120 credits and will have practical (work-place) experience,

Constructed to constitute credits towards NQF registered qualifications,

Delivered by an accredited Provider.
A skills programme can be considered a mini-qualification in that it comprises a number of unit
standards from the same qualification, providing learners with the opportunity to work towards a
qualification. It goes further than a qualification in that the design of the programme may specify the
sequence in which the unit standards must be achieved and the practical (workplace) experience that
forms part of the programme.
A Seta registers a skills programme. These types of learning
programmes will be recognised under the new broad definition of “learnerships” as legislated in the
new Skills Development Act.
2. What is Assessment?
Assessment can be described as the marking or evaluation of evidence presented by a learner to
make a judgement on their competency against set outcomes and assessment criteria as outlined in a
unit standard or qualification.
2.1
What is Competence?
The achievement or non-achievement of outcomes is referred to as competent or not-yet-competent.
SAQA refers to competence as “applied competence”. Applied competence is demonstrated through
a learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts. It can be
expressed as a combination of practical competence, foundational competence and reflexive
competence.
Applied Competence
Practical Competence
Foundational Competence
Learner demonstrates his/her
ability to perform a set of tasks
in an authentic context.
A range of actions or
possibilities is considered and
decisions are made about which
actions 2.3:
to follow.
Figure
Applied Competence
Learner demonstrates an
understanding of what he/she or
others are doing and why.
This underpins the practical
competence and therefore the
actions taken.
(SAQA, 2001)
Reflexive Competence
Demonstration of the learner’s
ability to integrate performance
with understanding, so as to
show that the learner is able to
adapt to changed circumstances
appropriately and responsibly,
and to explain the reason behind
an action.
Figure 2.1: Applied Competence
Introduction to the Role of the SDF Handbook (2009)
24
Knowledge, skills and values are the foundation of applied competence.
Hands
(Skills / practical side)
Head
(Knowledge)
Heart
C
O
M
P
E
T
E
N
C
E
(Attitude or Values of the learner)
Figure 2.2: Competence
2.2
Forms of Assessment
Learners have to be informed if they are undergoing diagnostic, formative or summative assessment.
2.2.1
Diagnostic Assessment
Diagnostic Assessment serves as a tool to assess the strengths and weaknesses of learners in order
to inform instructional decisions. This is often used before a learner is enrolled on a learnership or
qualification to ensure that the learner has the aptitude and underlying knowledge and skills to cope
with the learning.
2.2.2
Formative Assessment
Formative assessment is conducted during the training process.
Characteristics of Formative
Assessment:

Used to support the learning process – learners can share own experiences and knowledge,

Determine the learners strengths and weaknesses,

Base future learning on strengths and weaknesses,

Learner is provided with feedback on own progress,

Used to determine learner’s readiness to undergo summative assessment,

Credits are not awarded based on formative assessment.
Evidence collected during formative assessment can be used for summative assessment. This is
done to avoid overburdening the learner during summative assessment. It is however important that
the learner gives their permission to use the evidence during summative assessment.
Introduction to the Role of the SDF Handbook (2009)
25
2.2.3
Summative Assessment
Summative assessment is conducted once the training process has been completed and a judgment
can be made about the learner’s competence at the end of learning.
Characteristics of Summative Assessment:

Conducted at the end of a learnership (based on one or more unit standards),

Learner’s readiness needs to be confirmed before assessment can take place,

Evaluates applied competence,

On declaration of competence, NQF credits are given, recorded and reported.
3. What is Recognition of Prior Learning (RPL)?
Many learners are in possession of skills and knowledge they have no formal certificate for. These
skills and knowledge have been gained through practical work experience.
Recognition of Prior
Learning (RPL) is the recognition of this learning and the awarding of NQF unit standards, skills
programmes or qualifications as a result. (Rainbow SA, 2007)
An employee can for example for a number of years have conducted duties relating to bookkeeping
without any formal qualifications. This employee can now achieve the Further Education and Training
Certificate in Bookkeeping through RPL without undergoing training that will duplicate what he/she
already knows.
The employee can contact an RPL centre to be assessed against the whole
qualification or ask to be assessed against the individual unit standards the learner believes he/she is
competent against.
Introduction to the Role of the SDF Handbook (2009)
26
Section 3: Developing the Strategic Role of the SDF
1. Skills Development Facilitator
A Skills Development Facilitator (SDF) is responsible for the planning, implementation and reporting of
training in an organisation, with Seta related duties.
1.1
Appointment of an SDF
In larger organisations, a currently employed training or Human Resources (HR) manager may be
appointed as an internal SDF. In smaller organisations there is often no dedicated training or HR
professional fulfilling this role and so a manager or company owner will take it on. The role can also
be outsourced to a professional external SDF. (Rainbow SA, 2007)
1.2
Function of an SDF
The functions of an SDF are to:

Assist the employer and employees to develop a Workplace Skills Plan (WSP) which
complies with the requirements of the Seta,

Submit the WSP to the relevant Seta,

Advise the employer on the implementation of the WSP,

Assist the employer to draft an Annual Training Report (ATR) on the implementation of the
WSP,

Advise the employer on the quality assurance requirements set by the Seta,

Act as a contact person between the employer and the Seta,

Serve as a resource with regard to all aspects of skills development,

Communicate SETA initiatives, grants and benefits to the employer,

Communicate with branch offices, and all employees in the main office and branch offices,
concerning 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.
An SDF is a:

Facilitator: To facilitate the development of an employer’s skills development strategy.

Expert: To serve as an expert resource for accrediting the employer as a training provider
and for the implementation of appropriate learnerships and skills programmes.

Administrator: To complete and submit the workplace skills plan and annual training report.
Introduction to the Role of the SDF Handbook (2009)
27

Advisor: To advise the employers and employees on the NSDS (National Skills Development
Strategy) and on the implementation of its workplace skills plans.

Education and needs evaluator: To assess the skills development needs of the organisation.

Mediator: To serve as a contact person between the employer and the relevant Seta.
1.3
SDF Unit Standards
The South African Board of Personnel Practitioners (SABPP) and the ETDP Seta are the accredited
ETQAs for seven SDF unit standards. There is currently no full qualification for SDF’s although this
has been in the pipeline for some time. These unit standards fall under a number of qualifications,
including:

National Certificate: Occupationally Directed Education, Training and Development
Practices (50331)

National Diploma: Human Resources Management and Practices (61592)
The seven SDF unit standards are:

Develop an organisational training and development plan. (15217)

Conduct an analysis to determine outcomes of learning for skills development and other
purposes. (15218)

Provide information and advice regarding skills development and related issues.( 15221)

Promote a learning culture in the organisation. (15222)

Conduct skills development administration in an organisation. (15227)

Advise on the establishment and implementation of a quality management system for skills
development practices in an organisation. (15228)

Coordinate planned skills development interventions in an organisation. (15232)
It is not a requirement that a SDF has to have any formal training to practice as an SDF. Some Setas
however have started to enforce that SDF’s should have some training and show competence against
these unit standards, otherwise they retain the right to reject their mandatory grant submissions. This
has caused some controversy and confusion – to date you do not have to be a qualified SDF in order
to submit grant applications to Fasset. It is however advisable to gain the requisite understanding and
skills in order to ensure the quality of your submissions.
1.4
The Association of Skills Development Facilitators of South Africa
(ASDFSA)
The ASDFSA is an independent association representing SDFs and their professional development,
across sectors and Setas. The ASDFSA views skills development facilitation as a strategic business
function and SDFs as professionals and aim to support these individuals. .
Introduction to the Role of the SDF Handbook (2009)
28
Further information about this association and to register with them is available at www.asdfsa.co.za
or by contacting:

Gill Connellan
Cell: 082 853 3778
E-mail: gill@eclipse1.co.za or info@asdfsa.co.za
1.5
South African Board of Personnel Practitioners (SABPP)
The SABPP Professional is the registering body for HR as well as the ETQA for Human Resource
qualifications. They endeavor to raise the standards and stature of human resources in South Africa

through evaluation and registration

a continued professional development standard

a code of conduct and disciplinary procedures

obtaining personal commitments to professionalism and ethics

accrediting HR providers

registering HR Assessors and Moderators
Practicing SDFs are welcome to register as HR practitioners with them.
1.6
American Society for Training and Development (ASTD)
The South African chapter of the ASTD aims to: “assist organisations to achieve a competitive
advantage in a global economy by providing members with professional advice, benchmarking
opportunities, process facilitation, workshops, local and international conferences, network forums and
annual research in the field of Training and Human Resource Development.”
For further information please see their website www.astd.co.za or contact:

Robin Probart
082 894 6932
2. The Training Committee
It is strongly recommended that for organisations with more than 50 employees, a Skills Development
Committee is established for the 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.
A consultative forum should be established or an existing forum used if this is appropriate, for
example, an existing diversity committee, affirmative action or employment equity forum.
All stakeholders should be included in this forum, e.g.:
Introduction to the Role of the SDF Handbook (2009)
29

representative trade unions

employee representatives from designated groups, non-designated groups, all occupational
categories and levels, and senior management, including the managers assigned with
responsibility.
This forum should engage in proper consultation. Proper consultation includes:

the opportunity to meet and report back to employees and management,

reasonable opportunity for employee representatives to meet with the employer,

the request, receipt and consideration of relevant information,

adequate time being allowed for each of the above steps.
Ongoing interaction with and accessibility to senior management with regard to workplace skills issues
is critical to the success of this process.
The frequency of consultative forum meetings will vary from employer to employer depending on size,
sophistication, existing levels of diversity, and what has already been accomplished in the workplace
with regard to skills development. Meetings should, however, take place regularly and employers
should allow time off for these meetings.
2.1
Role of the Training Committee
The role of a Training Committee is to:

Authorise and sign off the mandatory grant application

Drive & direct the skills development process,

Ensure that representative consultation takes place regarding up-skilling of employees,

Ensure that the SDF is leading the way with the SD process,

Support the SDF in the efforts of “spreading the word” regarding training and up-skilling,
Monitoring;
 Budget (cost centers,
people,
 comply to plan)
 WSP/ EE plan
Communication;
 Road shows/ newsletters
 Obtain buy-in and
commitment
 Promote concept
 Liaise with others
Other;
 Re-introduce cultural diversity
training
 SGB involvement
 Implementation strategy
 Support EE plan
Assessment System;
 Assessors
 RPL
 Quality Assurance
Systems
 Learnerships
 Head office policies and
procedures
Skills Audit and Development
Plans;
 Job profiles
 SWOT skills analysis
 People assessment/ career
pathways
 Evaluation
Training
Committee
Compliance with legislation;
 SDF
 WSP
 Implementation
 Timeframes
 Reporting
 International
TC mandate;
 establish milestones
 capacity building
 vision, mission, scope
 job profiles for committee
(role
 of individual vs role of group)
 and responsibilities
 time to invest
Figure 2.1: Role of the Training Committee
Introduction to the Role of the SDF Handbook (2009)
30
2.2
Constitution of the Training Committee
A Training Committee must have a constitution in place with the given mandate and should be
performance driven to ensure commitment.
The committee should, aside from its legal obligations in terms of the Employment Equity and Skills
Development Acts, be committed to:

Improving the quality of life of all workers, their prospects of work and mobility,

Improving productivity in the workplace and the competitiveness of the company,

Increasing the levels of investment in education and training and improving the return on that
investment.
A Training Committee should represent the interests of all sectors of its workforce and should consult
on the implementation and monitoring of its employment equity and skills development plans in terms
of the relevant Acts and the Company’s requirements.
2.3
Scope of a Committee
The scope of the committee comprises the activities in the company, as these have been decided in
consultation with staff, as identified and described in the Employment Equity, Skills Development Act
and the Skills Development Levies Act and any regulations, codes of good practice, directives and
administrative guidelines published in terms of these Acts.
The committee is responsible for making recommendations to the Board of Directors of the
organisation.
The Training Committee is not responsible for the implementation of its
recommendations.
The Training Committee may not be utilised as a forum in which to raise grievances and or demands
not related to its scope and objectives.
2.4
Objectives
The first objective of the committee is to promote the objectives of the Skills Development Act within
the company by:

Promoting skills development, by assisting and advising on the development of competency
levels of employees so that individual and team performance can be improved, and the
objectives of the Employment Equity plan realised,

Proposing actions to continuously enhance the skills level of employees so that technology,
process and structural changes can be effectively implemented,
Introduction to the Role of the SDF Handbook (2009)
31

Developing a workplace skills plan,

Monitoring and reporting on the progress made in implementing the workplace skills plan,

Facilitating employee mobility through outcomes based education and training,

Assisting employees in utilising the opportunity to use workplace skills development as a
mechanism to achieve nationally recognised unit standards and qualifications,

Enhancing the company’s quality of education and training,

Addressing the company’s past discrimination and imbalances,

Contributing to the personal development of learners,

Optimising the levy rebates from the Seta.
The second objective of the committee is to promote the objectives of the Employment Equity Act
within the company by:

Conducting analyses of its employment policies, practices, procedures and the working
environment, in order to identify employment barriers which adversely affect people from
designated groups,

Developing of an employment equity plan which will achieve reasonable progress towards
employment equity in the company's workforce,

Giving input into the preparation and compilation of the reports required to be submitted to
the Director-General of the Department of Labour,

Assisting with the internal procedures to resolve any dispute about the interpretation or
implementation of the employment equity plan.
Introduction to the Role of the SDF Handbook (2009)
32
Section 4: Developing and Implementing a WSP
1. Understanding the Development of a Skills Plan
A skills plan outlines the planned training and education interventions of an organisation. It is best
practice for every organisation regardless of its size to determine the skills gaps within their
organisation and decide how they will address these gaps through training.
Setas base the payments of Mandatory Grants on the submission of a Mandatory Grant Application
which contains a WSP (Workplace Skills Plan), as well as an ATR (Annual Training Report). A skills
plan should be well researched and reflect the training needs of the company before being
documented in the WSP (Workplace Skills Plan).
1.1
Benefits of Planning
By compiling a training plan, an SDF has the opportunity to get the input from various role players
within the company to ensure that the plan focuses on the needs that exist within the company. It is
important to work with management to ensure:

buy in and co-operation from management as well as

resource allocation.
To achieve the full benefit of training, training has to be based on needs identified within the company.
Only then can it contribute to:

Upgrading of skills,

Enabling change and transformation,

Assisting the organisation to achieve and maintain a competitive edge,

Instilling a culture of lifelong learning.
By documenting the training that they have planned companies can measure the implementation of
the plan to ensure that the development of employees – whose skills are a company’s most important
commodity - does not get sidetracked.
1.2
Planning Process
It is important to understand all the influences or ‘issues’ that should be taken into consideration when
starting the planning process.
The SDF should consider the following issues when developing a skills plan:
National & Sectoral issues
▪
Introduction to the Role of the SDF Handbook (2009)
Identify key skills shortages within company and assess relative
importance of identified shortages in the sector.
33
Organisational issues
▪
▪
▪
Task related issues
▪
▪
Individual issues
▪
▪
Examine company-wide goals and problems to determine where
training is needed by means of a formal skills audit.
Examine: Vision & mission, business strategy & objectives,
productivity, succession, career planning and transformation
(Employment Equity (EE) & Black Economic Empowerment
(BEE)).
Feed skills gap information into the SSP by means of the WSP.
Examine tasks performed and competencies required to
determine what employees must do to perform successfully.
Feed skills gap information into the WSP by means of the
department / section plan.
Examine competencies, current performance and career
development needs to determine who needs training.
Feed skills gap information into the WSP by means of the
personal development plans and department / section plan.
(Botha, Kiley & Truman, 2007)
1.2.1
Conducting Skills Audits
In order to conduct a Skills Audit, also referred to as a Skills Needs Analysis, a competency profile can
be developed for each job within a company. The competency profile will list the knowledge, skills,
values and other behaviours employees require to be successful in their jobs.
Conducting a skills needs analysis involves using the list of competencies of a given job, and
comparing these to the list of competencies of the employee filling that particular position.
Any
variances should be recorded and noted as the skills gaps (if there is a shortfall in the competencies of
the staff member).
The analysis of these variances in competency levels gives rise to a list of possible training
interventions for possible training beneficiaries. This will be the input for the WSP. The skills needs
analysis can result in lengthy lists of skills gaps in the company. The most required skills and training
needs should be prioritised. The remaining needs should be recorded and can be addressed during
the next WSP period.
There are various methods of conducting Skills Needs Analyses: from empirical methods to the
informal processes similar to the above-mentioned method.
The SDF should research different
methods to suit the company they represent’s needs and budget.
1.2.2
Scarce & Critical Skills
The Department of Labour has mandated the Setas in recent years to gather data on Scarce and
Critical Skills. The information gathered is used to publish the National Scarce Skills List for South
Africa – this can be found on the DoL’s website www.labour.gov.za. In this document the Ministry of
Labour gives a comprehensive account of the skills that are needed for economic growth and
development. This list reflects the skills that are most needed in our country and on which we need to
Introduction to the Role of the SDF Handbook (2009)
34
focus efforts on acquiring and developing. The Department of Home Affairs uses this list to develop
the current Work Permit Quota List that they publish annually.
It was adopted by the Accelerated Shared Growth in South Africa's Joint Initiative on Priority Skills
Acquisition as the “AsgiSA Master Skills list” and can be used extensively through schools and training
institutions for career guidance.
Scarce Skills
Scarce Skills refer 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.
(Department of Labour, 2007)
The Department of Labour has also included a differentiation between absolute and relative scarcity of
skills in the definition:

Absolute scarcity refers to suitably skilled people who are not available in the labour market.
Specific contexts in which absolute scarcities may arise include:
o
A new or emerging occupation, i.e. there are few, if any, people in the country with the
requisite skills.
o
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.
o
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).

Relative scarcity refers, for example, the context where suitably skilled people are in fact
available in the labour market but they do not exhibit other employment criteria, for example:
o
High-level work experience, for example project management of large construction sites
such as dams or power plants.
o
Geographical location, for example, people are unwilling to work outside of urban areas.
o
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). (Department of Labour, 2007)
Look at this example. Companies, who experience a shortage of bookkeepers in their local economy
due to e.g. the migration of students to Cape Town from rural areas, are experiencing a relative
scarcity. Companies all over the country are however finding it difficult to find Chartered Accountants
(CAs). This reflects an absolute scarcity (Fasset, 2008).
Introduction to the Role of the SDF Handbook (2009)
35
Critical Skills
Critical skills refer to particular capabilities needed within an occupation for example, general
management skills, communication and customer handling skills, team-work skills, communication,
and technology skills (Department of Labour, 2007).
Existing CAs in rural areas could have a knowledge gap in the area of, for example GAAP, as a result
of GAAP trainers not providing training in rural areas. Such a skill is important to the functioning of a
CA and is therefore referred to as a skills gap (Fasset, 2008).
2. Completing and Submitting the Documentation
It is a requirement for all Skills Development Levy (SDL) paying companies to complete a WSP
together with an ATR and submit to their Seta to claim the Mandatory Grant. The WSP/ATR has to be
submitted by the 30th of June. This is irrespective of the Seta which the employer pays their SDL to.
The deadline is published in regulations to the Skills Development Act.
You can visit the website www.fasset.org.za to download the Mandatory Grant Application form and
guidelines.
The submission of an ATR/WSP is also one of the pre-requisites of claiming the BEE Scorecard points
for the Skills Development element.
2.1
Reporting on Training Implemented
The ATR section requires companies to report on the training that has taken place. In order to simplify
this reporting process an SDF should keep records of all skills development interventions that took
place during the course of the year, recording the topic and the employees who benefited.
Reporting takes place for the period 1 April to 31 March. If the submission will take place on 30 June
2009, the training reported on will be for the period 1 April 2008 to 31 March 2009.
Both the ATR and WSP will require the following information:

The number of employees that were / will be trained in the organisation by job category and
race,

The interventions trained on / planned, including the number of employees to attend these
interventions.
Introduction to the Role of the SDF Handbook (2009)
36
2.2
Workplace Skills Plan - Reporting on Planned Training
The WSP should reflect the training that is planned for the period 1 April to 31 March.
If the
submission will take place on 30 June 2009, the skills plan will be for the period 1 April 2009 to 31
March 2010.
2.3
Important Notes
These notes relate to all Setas – not just Fasset.

It is a requirement of the WSP that it be created in consultation with the training committee
and signed off by the committee if the organisation has more than 50 employees, this
consultation increases the buy-in the organisation is likely to receive from its employees who
will be on the receiving end of its WSP,

Write the plan in the format required by the guidelines provided,

Submit the ATR/WSP by 30 June. You can submit online – original signatures to be dropped
off at Fasset,

Keep a copy of your WSP for reference and to measure implementation.

The only instance when requests for extensions will be considered is in cases of force majeur
(e.g. flood or earthquake).

The penalty for submitting Mandatory Grant Applications late is losing the grant in full. The
only exception to this is where a Mandatory Grant Application is submitted within six 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.

Should your organisation fluctuate between being below the threshold (i.e. with annual payroll
less than R500 000) and going above the threshold, it would be wise to submit your
mandatory grant claim anyway – even if you are technically exempt from SDL at the time of
submission. This is because you will miss out on your grant that year should you go over the
limit later on the year. If you do go over the limit later on in the year the Seta will not approve
your grant application as it will be considered as late.
2.4
OFO Codes & Occupational Categories
2.4.1 OFO Codes
The OFO is a skill-based coded classification system, which encompasses all occupations in the
South African context. The classification of occupations is based on a combination of skill level and
skill specialisation which makes it easy to locate a specific occupation within the framework.
It is important to note that a ‘job’ and ‘occupation’ are not the same. The following definitions are
applied in the OFO:
Introduction to the Role of the SDF Handbook (2009)
37
a) “Job” is seen as a set of roles and tasks designed to be performed by one individual for an
employer (including self-employment) in return for payment or profit.
b) “Occupation” is seen as a set of jobs or specialisations whose main tasks are characterised by such
a high degree of similarity that they can be grouped together for the purposes of the classification.
The occupations identified in the OFO therefore represent a category that could encompass a number
of jobs or specialisations, e.g. the occupation “General Accountant” would also cover the
specialisations “Financial Analyst” and “Insolvency Practitioner”.
Identified occupations are classified according to two main criteria: skill level and skill specialisation,
where skill is used in the context of competency rather than a description of tasks or functions.
The skill level of an occupation is related to competent performance of tasks associated with an
occupation. Skill level is an attribute of an occupation, not of individuals in the labour force and can
operationally be measured by:

the level or amount of formal education and/or training;

the amount of previous experience in a related occupation; and

the amount of on-the job training usually required to perform the set of tasks required for that
occupation competently.
It is therefore possible to make a comparison between the skill level of an occupation and the normally
required educational level on the National Qualifications Framework as well as entry, intermediate and
advanced levels referred to in the National Skills Development Strategy (NSDS).
This comparison is illustrated in Figure 1 below.
The skill specialisation of an occupation is a function of the field of knowledge required, tools and
equipment used, materials worked on, and goods or services provided in relation to the tasks
performed.
Based on skill level and skill specialisation, occupations are divided into Major (one digit), Sub-Major
(two digits), Minor (three digits), and Unit (four digits) groupings.
Occupations (five digits) are subdivisions of the unit groups and can further be broken down into
specialisations or jobs which are however not specified in the OFO itself.
Occupational descriptors are currently being developed and will provide a description of the
associated tasks for every occupational grouping (up to the fifth digit level). An example of what this
could look like is in Table 1 below.
Introduction to the Role of the SDF Handbook (2009)
38
Table 1: Example of the OFO ‘Drill-down’
MAJOR GROUP 2: PROFESSIONALS
PROFESSIONALS perform analytical, conceptual and creative tasks through the application of
theoretical knowledge and experience in the fields of the arts, media, business, design, engineering,
physical and life sciences, transport, education, health, information and communication technology,
the law, social science and social welfare.
Tasks

Communicating ideas through language, printed and electronic media, and artistic media
including the visual and performing arts

Analysing, planning, developing and implementing programs and solutions to resolve business
and economic problems

Providing services in financial accounting, human resource development, publicity and
marketing, and the efficient operation of organisations

Flying aircraft, and controlling and directing the operation of ships, boats and marine
equipment

Conducting and analysing research to extend the body of knowledge in the field of the
sciences and developing techniques to apply this knowledge

Designing products, physical structures and engineering systems

Researching and developing curricula, and teaching students in a range of educational
settings

Designing, implementing, testing and maintaining technologies and services that enable
information to be accessed, stored, manipulated, processed, and disseminated

Identifying and treating, and advising on, health, social, and personal issues

Advising clients on legal matters
SUB-MAJOR GROUP 22: BUSINESS, HUMAN RESOURCE, MARKETING AND
COMMUNICATION MANAGEMENT PROFESSIONALS
BUSINESS, HUMAN RESOURCE, MARKETING AND COMMUNICATION MANAGEMENT
PROFESSIONALS perform analytical, conceptual and practical tasks to provide services in financial
accounting and transaction matters, human resource development, public relations and marketing,
and conduct studies of the economy, organisational structures, methods and systems.
Tasks

Collecting, analysing and interpreting information on the financial viability, cost structures and
trading effectiveness of organisations

Conducting audits, preparing financial statements and controlling treasury systems for
organisations

Developing and reviewing financial plans and strategies, executing orders and negotiating the
purchase and sale of commodities

Developing, implementing and evaluating staff recruitment, training and development
Introduction to the Role of the SDF Handbook (2009)
39
programs

Researching, developing and implementing marketing and public relations campaigns

Studying and developing methods and policies to improve and promote government and
business operations and effectiveness

Developing and managing record and archival systems for retention and destruction of legal,
administrative, evidential, historical and other records
MINOR GROUP 321: ACCOUNTANTS, AUDITORS AND COMPANY SECRETARIES
ACCOUNTANTS, AUDITORS AND COMPANY SECRETARIES plan and provide accounting,
financial auditing and treasury valuation services and systems to individuals and organisations, and
plan and review legislative compliance activities.
Tasks

Collecting, analysing and interpreting information on the financial status, cost structures and
trading effectiveness of organisations

Devising, re-organising and establishing budgetary cost control and other accounting systems
such as computer-based systems

Conducting audits and investigations and preparing financial statements and reports for
management, shareholders, statutory and other bodies

Controlling treasury and treasury systems and establishing and reviewing risk management
objectives and treasury policies

Arranging and giving notice of meetings of directors and stakeholders

Advising organisations governing boards on matters concerning compliance with stock
exchange listing rules, relevant legislation and corporation practice
UNIT GROUP 2212: AUDITORS, COMPANY SECRETARIES AND CORPORATE TREASURERS
AUDITORS, COMPANY SECRETARIES AND CORPORATE TREASURERS conduct audits of
accounting systems, procedures and financial statements, manage corporate funding and financial
risk, and administer and review corporate compliance activities.
Tasks Include:

Arranging, giving notice of and attending meetings of directors and shareholders

Advising organisations governing boards on matters concerning compliance with stock exchange
listing rules, relevant legislation and corporation practice

Supervising organisations share capital by preparing documents and share issues, and handling
share transfers

Controlling treasury and treasury systems and establishing and reviewing risk management
objectives and treasury policies

Identifying, managing and reporting on financial risks

Assisting with equity management, debt management, securities and taxation planning issues

Collecting, analysing and interpreting information on the financial standing, cost structures and
Introduction to the Role of the SDF Handbook (2009)
40
trading effectiveness of organisations

Devising, re-organising and establishing budgetary cost control and other accounting systems
such as computer-based systems

Conducting audits and investigations and preparing financial statements and reports for
management, shareholders, and governing and statutory bodies

Evaluating the cost effectiveness and risks of operational processes, activities, policies and
systems

Reporting to management on the existence and effectiveness of the system of internal controls

Establishing audit objectives, designs and implementing audit methodologies, processes and audit
report criteria
Occupation: 221201 Company Secretary
Occupation: 221204 Internal auditor
(skills level 5)
(skills level 5)
Description
Description
Plans, administers and reviews corporate
compliance activities and effective practice
concerning company board meetings and
shareholdings, ensuring all business matters and
transactions are managed and implemented as
directed by the board. May report to the Chief
Financial Officer.
Examines, verifies, evaluates and reports on
financial, operational and managerial
processes, systems and outcomes to ensure
financial and operational integrity and
compliance, and assists in business process
reviews, risk assessments, developing
deliverables and reporting progress against
outcomes.
Within the current OFO there are 8 Major Groups, 43 Submajor Groups, 108 Minor Groups, 408 Unit
Groups and 1171 Occupations.
The structure of the OFO is illustrated in Figure 2. Figure 1 provides an estimated comparison of the
skill level of the Major Groups in relation to the NQF levels as well as entry, intermediate and
advanced level skills. It must be noted that the NQF levels especially are a rough estimation and could
vary as they are an indication of qualification level and not necessarily the skill level associated with
competent performance.
Introduction to the Role of the SDF Handbook (2009)
41
NSDS
NQF
OFO
8
A
D
V
A
N
C
E
D
I
N
T
E
R
M
E
D
1
1. MANAGERS
2. PROFESSIONALS
7
6
2
5
3
4
3
E
N
T
R
Y
Major Occupational Groups in OFO
4.
COMMUNITY
AND
PERSONAL
SERVICE
WORKERS
5. CLERICAL
AND ADMINISTRATIVE
WORKERS
3.
TECHNICIANS
AND TRADES
WORKERS
6. SALES
WORKERS
7.
MACHINERY
OPERATORS
AND
DRIVERS
4
2
5
8.
LABOURERS
AND
ELEMENTARY
WORKERS
1
Figure 1: Comparison between skill levels covered by Major Groups in OFO and NQF and NSDS
levels
Go to www.nopf.co.za for the latest framework for occupations as compiled by the Department of
Labour (DoL).
2.4.2 Occupational Categories
There have been changes in a number of occupational groups to be reported on in the Mandatory
Grant, due on 30 June 2009. The Annual Training Report (ATR) in respect of the period 2008/2009
still requires firms to report against nine major occupational groups, however the Workplace Skills Plan
(WSP) portion for 2009/2010 financial year requires reporting against eight occupational groups.
For the 2008/2009 financial year, trainee accounting and auditing clerks fall into the Technicians and
Associated Professionals category.
From the 2009/2010 financial year Fasset will be classifying
employees according to eight occupational categories, as opposed to nine categories.
Trainee
accounting and auditing clerks now fall into the Professionals category and no longer fall into the
Technicians and Associated Professionals category.
Refer to the guidelines at end of the
application which contain examples of where certain job titles fit into the new occupational
groups.
Introduction to the Role of the SDF Handbook (2009)
42
Section 5: Levies, Grants and Fasset-funded Interventions
1. When will you pay the levy?
The Skills Development Levies Act prescribes the payment of a Skills Development Levy. According
to the Act, every employer in South Africa who is registered with the South African Revenue Service
(SARS) for Pay-As-You-Earn (PAYE) is liable to register for the compulsory Skills Development Levy
(SDL). The contribution is 1% of total payroll (as calculated for PAYE), including staff who fall below
the PAYE threshold, but excluding learners on registered Learnership agreements, provided the
employer’s total annual payroll amount exceeds R500,000 (Fasset, 2008).
2. Employers qualifying to pay SDL
2.1
Am I paying my Skills Development Levy?
Employers can check whether they are registered for the SDL by contacting their local SARS branch
and providing their PAYE number.
Qualifying employers not yet registered for the SDL (but eligible) must submit a completed SDL 201
form (available from SARS) and start remitting monthly levies to SARS (Fasset, 2008).
2.2
To which Seta should I pay my SDL?
You are required to complete an SDL 201 form to register for SDL. When completing this form, first
time registrants for the SDL are required to stipulate the Seta thy wish to belong to.
The law stipulates that employers must register with the Seta whose scope includes the main
business activity of the registrant.
The scope of each Seta includes a specific set of Standard
Industrial Classification (SIC) codes, which describe specific business activities. A list of all SIC codes
for each of the 27 Setas can be found at www.fasset.org.za. This list can be used to select the SIC
code describing the relevant business activity that falls under the relevant Seta.
Should a company be registered with the incorrect Seta, an Inter-Seta Change Form (IST01) can be
completed and submitted to Fasset who will facilitate the move either to or out of Fasset.
Once Fasset receives this form, they will request permission to move the company from the Seta the
company is currently registered with, or notify the Seta to which the company would like to move.
Fasset will send this form and the permission obtained, to the DoL, who will then request this change
from SARS. SARS, in turn, changes the Seta to which the company’s levies are being paid. Once the
Introduction to the Role of the SDF Handbook (2009)
43
new Seta receives the funds, the company is registered and up-to-date with the new Seta and can
then start applying for and receiving grant payments (Fasset, 2008).
2.3
Where does your money go?
Of the SDL paid over to SARS, 20% of the amount is transferred by the DoL to the National Skills
Fund (NSF). This funding is used to fund large scale development projects that will address national
skills needs such as training those who are unemployed, the youth, people living in rural communities
and people with disabilities. Fasset is not guaranteed funding via the NSF, but does endeavour to,
and has successfully received funding to train learners who are ultimately intended to enter the Fasset
sector. Therefore, although employers are not able to claim back 20% in this levy amount, they will
ultimately see the benefit of the 20% in the increased supply of skilled labour into the Fasset sector.
The Seta receives the remaining 80% of the levy paid over by the employer. 10% of this levy may be
retained by the Seta to fund its administration expenses, and the employer may claim back from
Fasset up to 70% of the remaining funding via a mandatory (50%) and strategic grant (20%) structure.
What happens to the 1% levy paid?
Skills Development Levy paid to
SARS
20% transferred to the
National Skills Fund
80% transferred to
Fasset
10% used for SETA
Administration Expenses
70% paid out as
Grants
20% Strategic Cash Grant
50%
Mandatory Grant
Unclaimed Grants / Discretionary Pool
(Decided by Fasset Management Board)



Lifelong Learnership
Development Projects
Learnership Cash Grant
Introduction to the Role of the SDF Handbook (2009)
44
3. Employers exempt from paying the SDL
Employers who are exempt from paying the SDL and who fall within the Fasset sector can register
with Fasset as a non levy paying (NLP) member in order to qualify to participate in specific Fasset
benefits. Exempt employers do no qualify for grants linked to the reimbursement of the SDL (i.e. the
Mandatory Grant and the Strategic Cash Grant) but do qualify to participate in other Seta benefits
such as the Learnership Cash Grant and the lifelong learnership. Should a company anticipate
exceeding the R500 000 annual payroll threshold during the course of the year, then a normal
mandatory grant claim form should be completed instead of an NLP registration form – in order to
ensure eligibility not only for these benefits but for the mandatory grant as well.
NLP companies can register with Fasset using the NLP Registration Form, which is available on the
Fasset website. This is an annual renewal and his form should be completed and submitted annually
by the 30th of June each year. Should the renewal not be received stakeholder companies are not
entitled to the benefits described above.
Different Setas will have differing approaches with regard to the provision of benefits to employers
who are exempt from paying the SDL. The Fasset Management Board decides on an annual basis on
the benefits that will be made available to non levy paying employers. (Fasset, 2008)
4. Claiming Grants
4.1
Mandatory Cash Grant
Regulations to the Skills Development Act (SDA) indicate that an organisation may claim back a
Mandatory Grant of 50% of the SDL by submitting a Mandatory Grant Application – combined
Workplace Skills Plan (WSP) and Annual Training Report (ATR) – application to Seta. The purpose of
the Mandatory Grant Application is to ensure that firms are implementing training, i.e. planning their
training for the year ahead and reflecting on the training that was conducted in the previous period.
The WSP portion of the Mandatory Grant contains the training plan of the firm for the current financial
year. The ATR portion of the application reports on training for the preceding financial year. The Seta
financial year extends from 1 April to 31 March.
Actual training costs are not reimbursed via this grant, rather 50% of the SDL is refunded. This grant
application is due by 30 June of every financial year, and the Seta may not typically issue an
extension for the late submission of this grant. The only instances where the Seta may consider grant
extensions are in cases of lateness due to force majeur and / or where the firm is a new entity in terms
of registration for the SDL and has submitted the grant application within six months of registering as a
levy paying entity.
Introduction to the Role of the SDF Handbook (2009)
45
4.2
Strategic Cash Grant
Specific areas are determined to be of strategic importance to Fasset’s sector and the Strategic Cash
Grant is allocated to initiatives that cover these strategic areas. These criteria change from one year to
another, depending on the priorities of the sector at that time.
Fasset offers employers a Strategic Cash Grant (SCG) of a maximum of 20% of the SDL where the
employer has trained in strategic areas and can describe the expenses incurred in the period 1
January to 31 December. Companies can only claim this based on an actual amount spent on training
provided that the training met the criteria set by Fasset.
The SCG is available to levy paying members of Fasset who have an approved Mandatory Grant
Applications (combined Annual Training Report and Workplace Skills Plan for the relevant financial
year).
Employers have to submit their applications to claim this grant on or before 31 March of the following
year. The areas against which the employer may claim this grant are decided on from year to year by
the Fasset Management Board. For 2009/10, the areas that emphasised are the inclusion of disabled
persons in training and skills programmes and ABET (Adult Basic Education and Training) in the
sector.
Current learner registration statistics (at 24 October 2008) indicate that 48% of learners are black (this
includes African, Coloured and Indian people) and 0.2% of learners are people with disabilities. This
has improved from February 2002, when 34% of learners were black (this includes African, Coloured
and Indian people).
However, it is also evident from the demographics of the ‘Professionals’
occupational group that black learners are not adequately integrated into the sector and the way that
Fasset disburses SCGs seeks to address this problem. In this way SDF’s can assist by not only
making use of grants and benefits provided for by Fasset, but also by creating awareness and
sensitivity to issues faced during the course of the training and inevitably during employment as well.
4.3
Learnership Cash Grant
Learnership cash grants are available to SDL paying and NLP employers who meet specific Seta
criteria, which differ from year to year.
It is very important for exempt employers to obtain a copy of the EMP201 form issued by SARS. This
form will confirm the exempt status of the company as there should be no SDL payment indicated on
this form.
Introduction to the Role of the SDF Handbook (2009)
46
Fasset offers a Learnership Cash Grant (LCG) for black and/or disabled learners on selected Fasset
Learnerships. The grant is applicable to firms employing fewer than 150 people. There is no limit on
the number of learners the firm may apply for.
For the employment of black learners, the grant is as follows:

1 year (12 months), R 11 000

2 year (24 months), R 18 000

3 year (36 months), R 27 000
There is no proof of disability or population group required. However the type of disability must be
specified. For the employment of learners with a disability, the grant is as follows:

1 year (12 months), R 19 250

2 year (24 months), R 31 500

3 year (36 months), R 47 250
It may happen that learnerships run over a shorter period – due to previous experience and
alternative, similar qualifications. In these cases RPL is used and the outcomes of the qualifications
are reached sooner than the period described above. This is perfectly acceptable and does not affect
the grant. The date specified on the commencement letter is the date which is linked to the financial
year in which the grant is claimed.
Duration
Learnership
of
Type of Learner
Fasset
Grant per Black Learner
Grant per Learner with
Disability
R 11 000.00
R 19 250.00
R 18 000.00
R 31 500.00
R 27 000.00
R 47 250.00
18.1 Previously Employed
1 year (12 months)
18.2 Previously
Unemployed
18.1 Previously Employed
2 year (24 months)
18.2 Previously
Unemployed
18.1 Previously Employed
3 year (36 months)
18.2 Previously
Unemployed
Employers who implement learnerships are also able to enjoy tax deductions, available from SARS.
An amendment to the Income Tax Act, finalised in 2006, indicates the tax deductions may be claimed
from an employer for registering a learner on a Learnership (Fasset, 2008).
The salaries of learners registered on learnerships are exempt from the SDL (Fasset, 2008).
Introduction to the Role of the SDF Handbook (2009)
47
5. Unclaimed Levies
All levies (mandatory and discretionary) not claimed back, are used by Fasset to support
strategic interventions (in terms of regulations to the SDA). The Fasset Management Board
decides on these strategic interventions annually. On approval of the strategic direction for
the upcoming financial year, Fasset’s management team is able to plan the implementation of
interventions designed to improve the scarce and critical skills situation in the sector. Fasset
is currently funding ABET programmes as well as Fasset Development Projects.
5.1
ABET Programme
Half of South Africa’ s population is functionally illiterate while thirteen million people have
less than a Grade 9 level of education and four million adults have no schooling at all. This
affects the economy in a negative way as millions of adults cannot perform basic functions
such as opening a bank account.
ABET is designed to enable adult learners aged 15 and above to acquire vital skills. These
skills will help them in becoming functionally numerate and literate. Within the Fasset sector
education levels are generally high and only 3% of employees require ABET. However this
still equates to a sizeable number of people who can benefit from ABET training (Fasset,
2008).
For more information on the ABET Programmes contact:

Ms Marinda Clack of Triple E Training on Tel: (011) 668-4300; Cell: 082 806 5168 ;
Fax: (011) 086 604 4158; E-mail: marinda@eee.co.za

Ms Naamochenee Pillay of Fasset Free Adult Basic Education and Training (ABET)
on Tel: (011) 476-8570, Fax: (011) 476-5756, E-mail:
naamochenee.pillay@fasset.org.za.
5.2
Fasset’s Development Projects
The purpose of Fasset’s development projects is to facilitate skills development,
transformation and social upliftment in the sector. Fasset funds projects that meet specific
criteria in this regard. Unclaimed grant money is used to fund these projects.
Fasset's Management Board earmarks, on an annual basis, areas of high skills need within
the sector, based on the SSP and other research.
Strategic project interventions are
identified and public tenders are advertised annually in this regard. All new projects are
approved by the Executive Committee (Exco).
Introduction to the Role of the SDF Handbook (2009)
48
All Development Projects are geared towards addressing the poor demographic profile within
the sector, and all are therefore in line with the NSDS targets:

85% Black,

54% Women,

4% Disabled.
All tenders are advertised on the Fasset Tender Notices page, in the Government Gazette,
and on the government tender board website (www.info.gov.za). Potential service providers
are advised to regularly check these public sources of information for new and updated
information.
Full details regarding the development projects funded by Fasset can be found under Fasset
Development Projects. Enquiries regarding any specific project or involvement in these can
be addressed to the Fasset Call Centre on 086 101 0001.
The current projects for 2009-10 include:

The Bonani 4 Work Readiness Programme,

The Thusanani 3 Work Readiness Programme,

The SciMathus Bridging Programme 2009,

The Thuthuka Repeat Qualifying Examination (QE) Part 1 Project 2009/10,

The Pagamani 1 Bridging Programme.
Fasset has agreed to fund another 500 learners on the Bonani 4 Work Readiness
Programme. Some 1770 learners have already completed the programme. Learners will be
recruited in four provinces: Gauteng (which covers JHB and PTA), KwaZulu-Natal, the
Western Cape and the Free State. Learners from the Free State will complete their training in
Gauteng. Once their training has been completed, they will be placed in the Free State.
Bonani 4 will help to alleviate the dire shortage of accounting trainees in the Free State,
Fasset has agreed to fund an additional 200 learners on Thusanani, bringing the total
number of learners funded to date to 840.
Fasset has agreed to fund 25 learners on the SciMathus Bridging Programme. Offered by
the Institute of Mathematics and Science Teaching at the University of Stellenbosch, the tenmonth bridging programme assists African, Coloured and Indian learners to improve their
marks in Mathematics and Accountancy, so as to gain admission to higher education in the
Economic and Management Sciences.
Fasset previously funded 25 learners on the
programme in 2005.
Introduction to the Role of the SDF Handbook (2009)
49
In November 2007, Fasset approved funding for 400 learners on the Thuthuka Repeat
Qualifying Examination (QE) Part 1 Programme. The first intake of learners obtained a 53%
pass rate against a national pass rate for Black candidates of 30% in 2008. The second
intake will write Part 1 of the Board Exam in March 2009. Based on the project’s success,
Fasset has agreed to fund an additional 300 learners.
Fasset is also funding 100 learners on the Pagamani Programme. The programme targets
unemployed matriculants and those with incomplete degrees or diplomas.
In addition to
obtaining a Certificate and an Advanced Certificate from the Association of Accounting
Technicians (AAT), learners will also receive work-readiness training and will be placed in the
Fasset sector on Accounting Technician Learnerships.
Fasset has funded 58 projects to date. Over 11 000 individuals have benefited.
5.3
Free Training Events – Lifelong Learning
Fasset offers free training to members (both levy paying and non levy paying) who are up-todate with their registration with Fasset (either through their mandatory grant claim or NLP
registration). The SDF and registered organisational contact are sent marketing materials for
these events which are presented throughout the year.
This programme supports the training needs of mainly small business and the topics provided
aim to assist them in training existing staff, including learners who have been recruited on
Fasset Learnerships. The topics include content which members can apply to their own
businesses and when advising their clients and are always chosen from suggestions and
requests from Fasset stakeholders. The training can be counted towards the continuous
professional education requirements of most professional bodies and Fasset has, therefore,
termed this programme the lifelong learning programme. There is no limit to the amount of
people a company can send these events.
There are three content areas covered by the lifelong learnership:

Soft Skills e.g. Change Management, Managing Time and Stress Effectively,

Legislative Updates e.g. Budget & Tax Update, Complying with Changes in
Legislation

SDF Training e.g. Introduction to the Role of the SDF, Change Management,
Diversity Training
Introduction to the Role of the SDF Handbook (2009)
50
5.4 Fasset’s Best Practice Awards
Fasset believes it is important to showcase best practice and to celebrate success. By
showcasing best practice, Fasset hopes to disseminate best practice very broadly within the
sector, enabling organisations to benchmark themselves, while at the same time, encouraging
the sector as a whole, to raise the bar even higher in the training and people development
arena.
Fasset would like to recognise organisations that engage in Best Practice, when it comes to
Skills Development in South Africa. The aim is to distinguish organisations that promote
training and development in the Fasset sector.
Categories:

Best Practice in a large employer

Best Practice in a medium employer

Best Practice in a small employer

Best Practice in a registered non-levy paying employer
Application forms are available on Fasset’s website and the deadline for submissions is the
29th of May 2009.
6. Monitoring Grant Payments from Fasset
Fasset schedules regular grant payment dates and endeavours to make grant payments
according to this schedule. Payments are made electronically through an electronic fund
transfer and your bank statement will show your SDL number as a reference. Planned
payment dates are provided on the Fasset website.
All registered SDFs have direct access to on-line account details.
This access can be
obtained on the stakeholder log-in section of the Fasset website using the user name and
password issued by the Fasset Call Centre. Once logged on to the system, you simply need
to select the ‘Grants & levies’ tab, followed by the year you wish to view.
If the levies Fasset has received from SARS do not match the actual payments made, please
contact your local SARS branch. They will require copies of your SDL 201 remittance advices
and proof of payment.
Please remember that all Setas only receive (and therefore only record) levies approximately
two months in arrears.
Introduction to the Role of the SDF Handbook (2009)
51
There will, however, be instances where planned payments are not possible. If Fasset has
not received levies from SARS, or specific ad hoc grants have to be paid, grant payments will
not be made according to the schedule.
It is also very important to ensure that the
confirmation of bank details submitted with your mandatory grant claim corresponds to your
company name. Any difference in the name on the cancelled cheque or letter from the bank
can lead to delays in payment. It may also happen that a company pays SDL despite being
under the threshold – in this case, grants will not be paid out until a company’s “NLP” status
has been adjusted.
Feel free to contact the Fasset call centre if you have any queries on the amounts or timing of
your grants.
Introduction to the Role of the SDF Handbook (2009)
52
Section 6: Understanding Learnerships
1. What is a Learnership?
A Learnership is a structured learnership that leads to a qualification and includes both
structured work experience (practical) and structured institutional learning (theory).
A
learnership used to be called a learnership.
1.1
Characteristics of a Learnership
Criteria, as set out in the SDA, indicate that a Learnership must:

Include a structured learning component,

Include practical work experience related to the qualification,

Lead to a qualification registered on SAQA,

Relate to an occupation,

Be registered with the DoL.
1.2
Why Learnerships?
Learnerships were established as a result of the SDA and SDLA - to implement structures
and processes to transform skills development in South Africa. The new NQF Act of 2008
describes learnerships under the generic banner of “learning programmes”.
A critical look at how employers and training providers have provided education, training and
work experience in the past indicates that education and training provision has not always
linked theory and practice.
Learnerships are intended to address the gap between current education and training
provision and the needs of the labour market and are often seen as the crux of skills
upliftment in terms of the SDA.
Learnerships seek to address the following labour market issues:

the decline in levels of employment in South Africa,

the unequal distribution of income,

unequal access to education and training, and employment opportunities,

the effects of race, gender and geographical location on advancement,

the skills shortage amongst the labour force.
Introduction to the Role of the SDF Handbook (2009)
53
1.3
Benefits of Learnerships
Learnerships are important because:

The programmes are outcomes-based,

The learner interacts within the working environment (practical),

The learner interacts with clients and obtains an understanding of workplace
dynamics,

Assessment occurs at various stages and is based on the learners’ competence
(learner centered),

The qualification is recognised nationally but is also benchmarked against
international standards.
1.4
Learnerships vs. Apprenticeships
Learnerships are similar to the old apprenticeships. Both are work-based routes for learning
and gaining qualifications. Learnerships however aim to integrate theoretical education and
skills training in both the learnership itself and the assessment (Botha, Kiley & Truman, 2007).
In contrast to apprenticeships, learnerships lead to SAQA registered qualification. Also, up
until now tax rebates have only been available for DoL registered learnerships. The new Skills
Development Act allows for the inclusions of a variety of learning programmes to be included
under the phrase “learnership”. These include apprenticeships and skills programmes. This
ensures an inclusive approach to grants and rebates in fields of learning where learnerships
have not been registered.
2. Learnerships Available
It is each Setas responsibility to register Learnerships relevant to its sector. FassetQA quality
assures a wide variety of Learnerships in the accounting and finance area.
Examples of Fasset Registered Learnerships:

Professional Qualification: Chartered Certified Accountant offered through ACCA,

Post Graduate Professional Qualification:
Professional Accountant in Business
offered through SAIPA.
All Learnerships are registered with the DoL. For a comprehensive list, visit their website at
www.labour.gov.za.
Due to the new NQF Act, the regulation of Learnerships, these are up for discussion again.
So far it is clear from the discussion document that unregulated learnerships will also be
allowed. However, if this training is to lead to an occupational qualification, the provider must
be accredited and the workplace for practical training must be approved. For some generic
training, such as performance enhancement, moral boosting and team building, the providers
Introduction to the Role of the SDF Handbook (2009)
54
will not need to be accredited. No statements of results will be involved and the training will
mostly not be occupationally specific. Regulation will obviously be required for learnerships
such as apprenticeships and other learnerships that lead to occupational statements of
results. It has not yet been decided whether skills programmes will be regulated.
It seems that the Department is considering a learning contract for skills programmes if they
are to be regulated. It is not clear yet what the scope of such a contract will be and who will
administer and manage these contracts.
2.1 Fasset Learnerships
Fasset runs four types of learnerships. Fasset’s learnerships are, for the most part, developed
and managed by their professional bodies. This is the most common type of learnership.
There are however other ways in which they manage their learnerships. The list below will
provide with an indication of how their learnerships function:
1. SAICA (South African Institute of Chartered Accountants) Learnerships
SAICA runs two learnerships: Chartered Accountant: Audit Specialism and Chartered
Accountant: Financial Management.
SAICA is responsible for all aspects of these learnerships. They will register the learner as
well as register the learnership agreements.
In order to participate in the learnership
employers will need to contact SAICA directly.
2. Professional Body Learnerships
Fasset has seven professional bodies that have registered learnerships learners and
employers will need to contact the respective professional bodies directly, should they wish to
register a learner on one of these learnerships. The professional bodies will provide the
employer/learner
with
the
necessary
information
registration, examinations, workplace experience,
regarding
entrance
training providers
requirements,
and
workplace
assessments.
For these learnerships Fasset registers the learnership agreements.
Consequently,
employers and learners will need to ascertain from the professional body whether they need
to submit the learnership agreements to Fasset or whether the professional body will submit
the agreement on behalf of the employer.
The employer must ensure that they are an
accredited workplace with the professional body as well as ensure that the learner is
registered, before a learnership agreement can be registered with Fasset.
Introduction to the Role of the SDF Handbook (2009)
55
3. Debt Recovery Learnership
The Debt Recovery Learnership is the only learnership that is directly managed by Fasset. In
order to participate in the Debt Recovery Learnership an employer would need to become an
accredited workplace.
This involves completing the Workplace Accreditation Application
Form and a site visit from Fasset, in order to ensure that the employer can offer the practical
experience component of the learnership.
The employer would also need to select an
accredited training provider for the theoretical portion of the learnership.
4. Other Seta Learnerships
Any employer is able to register a learner on any learnership. Should an employer wish to
make use of another Seta’s learnership, there will need to be a Memorandum of
Understanding (MOU) in place between the two Setas in question. This will help define the
various responsibilities and implementation variations that take place across different Setas.
Fasset, however, only makes grants available to employers in Fasset’s sector that are training
on Fasset learnerships or on a select number of learnerships with other Setas.
The list of learnerships from other Setas that allow access to the Learnerships Cash Grant is
as follows:
SETA
Title of Qualification
SAQA QUAL NQF
ID
Level
BANKSETA
Diploma: Technician: Internal Auditing
20358
NQF 6
BANKSETA
Diploma: Treasury : International Banking
20334
NQF 5
INSETA
Postgraduate Diploma : Financial Planning
48866
NQF 7
SERVICES
SETA
Further Education and Training Certificate :Small Business Advising
48883
(Information Support)
NQF 4
SERVICES
SETA
National Certificate : Business Advising
48886
NQF 5
SERVICES
SETA
National Certificate: Business Consulting Practice (Enterprise
48874
Resource Planning)
NQF 5
Introduction to the Role of the SDF Handbook (2009)
56
Employers need to contact the relevant Seta directly for more information on these
learnerships. Learnership agreements for these learnerships need to come directly to Fasset,
who will register the agreement.
The list of particular Fasset learnerships is given below:
TITLE
NLRD
No.
NQF PROFESSIONAL BODY
Professional Qualification: Chartered Certified
Accountant
The Chartered Certified Accountant
Programme confers the designation ACCA.
Members are recognised to perform the Audit
1
Function in the UK and certain European and
other countries. Employees without formal
tertiary qualifications gain access by means of
the Professional Qualification: Chartered
Certified Accountant Programme.
20399
Certificate: Certified Accounting Technician
Certified Accounting Technicians function as
accounts support staff offering assistance to
2 professional Accountants. This qualification
affords access for employees without formal
tertiary qualifications, to the ACCA Chartered
Certified Accountant designation.
20397
5
Professional Qualification: Chartered
Management Accountant
Allows learners who meet the minimum
3 entrance requirements and successfully
complete this qualification to register as
Chartered Management Accountants with the
designation ACMA.
20400
7
7
Association of Chartered
Certified Accountants
(ACCA )
Ms Cindy Parvess
(011) 459 1900
cparvess@acca.org.za
National Diploma: Management Accounting
Ideal for individuals moving into management
positions and for those who wish to begin
4 specialising in Management Accounting.
Includes, among others, the roles of Cost
Accountant, Accountant, Management
Accountant and Financial Manager.
24406
6
National Certificate: Business Accounting
Ideal for learners entering the workplace who
will be involved in providing accounting support
5
services and also aimed at current employees
in similar positions who require a formal
certificate in basic accounting skills.
24418
5
Post Graduate Professional Qualification:
Professional Accountant in Business
Commerce and Industry members of the
Institute provide a number of accountancy
6
related services to companies, close
corporations, partnerships, sole proprietors,
trusts and various other types of small
business and non-corporate undertakings.
20392
7
Post Graduate Diploma: Professional
7 Accountant in Practice
Practising members of the Institute perform
20391
7
Introduction to the Role of the SDF Handbook (2009)
Chartered Institute of
Management
Accountants (CIMA )
Ms Charleen Davids
(011)788 8723
charleen.davids@cimagl
obal.com
South African Institute of
Professional
Accountants (SAIPA)
Ms Angela Forrest
011 207 7840
aforrest@saipa.co.za
57
TITLE
NLRD
No.
NQF PROFESSIONAL BODY
duties as an Accounting Officer and provide a
number of accountancy related services to
companies, close corporations, partnerships,
sole proprietors, trusts and various other types
of small business and non-corporate
undertakings.
Diploma: Accounting Technician
Enables new entrants into the financial sector
to become proficient in their career as an
Accounting Technician or Accounting Support
8
Professional. Learners support and assist
senior professionally qualified Accountants in
the fields of finance, management accounting,
taxation, auditing and payroll.
20402
Certificate: Local Government Accounting
This Learnership is based on a qualification
awarded by the AAT. The Local Government
Accounting Learnership is specifically aimed at
9
learners who are employed in Local
Government. This qualification provides an
ideal entry point for those wanting to begin a
career in local government accounting.
59751
NEW
3
National Certificate: Bookkeeping
This qualification previously known as the
Cerficate for Registered Clerk aims at
equipping learners to perform the Accounting
function in small organisations and to provide
10 support to Financial Administrators, Accounting
Technicians, Accountants and Financial
Managers in medium and large organisations
so that the Accounting and Financial
Management functions can be performed
effectively.
58375
3
National Diploma: Technical Financial
Accountant
Financial Accounting Technicians undertake
basic Bookkeeping and Accounting procedures
11
in a variety of situations. They function within
general Accounting and Financial Management
roles where they lend support to the
Accountant and/or the Financial Manager.
36213
5
National Certificate Small Business Financial
Management
Specifically designed for those learners who
12 are, or wish to become, owner-managers and
for learners who are responsible for the
keeping of financial records of a small
business.
48736
4
Certificate: Office Administration
The Learnership in Office Administration is
aimed at people in clerical and administrative
13
positions in all businesses in all industries. An
Office Administrator provides a supportive role
in any business.
23618
NEW
5
14 Further Education and Training Certificate:
28130
4
Introduction to the Role of the SDF Handbook (2009)
5
Association of
Accounting Technicians
AAT(SA)
(011) – 621 6888
info@aatsa.org.za
Institute of Certified
Bookkeepers (ICB)
Wedaad Shira
(021) 421 1110
enquiries@icb.org.za
58
TITLE
NLRD
No.
NQF PROFESSIONAL BODY
Bookkeeping
Aims at equipping learners to perform the
Accounting function in small organisations and
to provide support to Accountants and
Financial Managers in medium and large
organisations so that the accounting and
financial Management functions can be
performed effectively.
Certificate: Public Sector Accounting
Specifically designed for Accounts
Administrator in the public sector who realise
15 the importance of completing a professional
qualification that will equip them with the
necessary skills to cope effectively with the
demands of their changing environment.
20352
Diploma: Public Sector Accounting
Specifically designed for Accounting
Technician in the public sector who realise the
16 importance of completing a professional
qualification that will equip them with the
necessary skills to cope effectively with the
demands of their changing environment.
20353
5
Chartered Accountant : Auditing
The Audit Specialism focuses specifically on
Auditing, allowing registered Chartered
17 Accountants to approve annual financial
statements in Public Accounting and Auditing
Practice when registered with the Public
Accountants’ and Auditors’ Board.
48913
7
Chartered Accountant: Financial Management
Chartered Accountants function as Heads of
Accounts Departments in the roles of Financial
Director, Chief Financial Officer, Financial
18
Manager and Financial Controller.
Experienced Chartered Accountants have
ample opportunity to move into specialist,
operational and frontline positions.
48912
FET Certificate: Debt Recovery
This is for any individual who is or wishes to be
involved in the Debt Recovery function within
19 the business sector and is intended to enhance
the provision of service within the field of Debt
Recovery within the business and commerce
sector.
Certificate: General Internal Auditing
The purpose of the GIA qualification is to
provide a second step in the career path of an
internal auditor building on the foundation of
20 awareness established in the first level
qualification (IAT). The GIA will enable the
learner to perform the functions and move into
the refinement of soft skills and management
responsibilities associated with the discipline.
Introduction to the Role of the SDF Handbook (2009)
4
IPFA
Ms Innocentia Choba
(012) 470 9450
Innocentia@pfiq.co.za
South African Institute of
Chartered Accountants
(SAICA)
Mr Geoffrey Ngonyama
(011) 621 6600
geoffreyn@saica.co.za
49021
20359
7
4
Fasset
Ms Unathi Jakalase
(011) 476 8570
unathi.jakalase@fasset.
org.za
7
Institute of Internal
Auditors (IIA)
Mr Lawrence Chetty
(011) 450 1040
lawrence@iisa.org.za
59
Section 7: Implementing and Managing Learnerships
1. Embarking on a Learnership
The implementation of a Learnership is often initiated in one of two ways:

The employer has an existing employee who has requested to be developed/who the
employer has earmarked for development or,

The employer has identified a Learnership they can run/have run in the past and is
now looking for a learner.
The first step in implementing a Learnership is to select a Learnership that will address the
company’s needs. The company should then investigate the requirements of running the
Learnership and apply for accreditation as a provider with the relevant ETQA or professional
body.
1.1
Selecting a Learner
When selecting an employee to be enrolled on a Learnership the employer should consult
with the employee and ensure that the Learnership supports the employee’s chosen career
path.

Previously employed learners are referred to as 18.1 learners,

Previously unemployed learners are referred to as 18.2 learners.
The previously unemployed learner will be paid an allowance (instead of a salary) while the
learner works towards a qualification and gains work place experience.
The employed
learner will receive a negotiated salary during the course of the Learnership and may also
need to be reimbursed for learning material, travel costs and other fees.
2. Enrolling Learners onto a Learnership
The employer should ensure that the following is in place when enrolling a learner onto a
Learnership:

A signed employment contract,

A signed Learnership Agreement.
Introduction to the Role of the SDF Handbook (2009)
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2.1
Learnership Agreement
The Learnership Agreement has to be signed by the learner, the employer and the training
provider. If the agreement is being signed for the practical component, then the employer and
the training provider are the same organisation. The employer and the learner must initial
each page.
The Learnership agreement can be downloaded from Fasset’s website.
2.1.1
Purpose of Learnership Agreement
The purpose of the Agreement is to outline the rights and responsibilities of the learner,
employer and training provider.
The Learner
The learner has the right to:

be educated and trained in terms of this Agreement,

have access to the required resources to receive training in terms of the Learnership,

have his or her performance in training assessed and have access to the
assessment results,

receive a certificate upon successful completion of the learning,

raise grievances in writing with the Seta concerning any shortcomings in the training.
The learner must:

work for the employer as part of the learning process,

be available for and participate in all learning and work experience required by the
Learnership,

comply with workplace policies and procedures,

complete any timesheets or any written assessment tools supplied by the employer
to record relevant workplace experience and

attend all study periods and theoretical learning sessions with the training provider
and undertake all learning conscientiously.
The Employer
The employer has the right to require the learner to:

perform duties in terms of this Agreement and

comply with the rules and regulations concerning the employer’s business concern.
The employer must:

comply with its duties in terms of the Act and all applicable legislation including:
Introduction to the Role of the SDF Handbook (2009)
61
o
Basic Conditions of Employment Act 75 of 1997,
o
Labour Relations Act 66 of 1995,
o
Employment Equity Act 55 of 1998,
o
Occupational Health and Safety Act 85 of 1993 (or Mine Health and Safety
Act 27 of 1996),

o
Compensation for Occupational Injuries and Diseases Act 130 of 1993,
o
Unemployment Insurance Act 30 of 1996.
provide the learner with appropriate training in the work environment to achieve the
relevant outcomes required by the Learnership,

provide appropriate facilities to train the learner in accordance with the workplace
component of learning,

provide the learner with adequate supervision at work,

release the learner during normal working hours to attend off-the-job education and
training required by the Learnership,

pay the learner the agreed learning allowance both while the learner is working for
the employer and while the learner is attending approved off-the-job training,

conduct on-the-job assessment, or cause it to be conducted,

keep up to date records of learning and periodically discuss progress with the
learner,

if the learner was not in the employment of the employer at the time of concluding
this Agreement, advise the learner of:
o
the terms and conditions of his or her employment, including the learning
allowance and
o

workplace policies and procedures.
apply the same disciplinary, grievance and dispute resolution procedures to the
learner as to other employees.
Training Provider
The training provider has the right:

of access to the learner’s books, learning material and workplace, if required.
The training provider must:

provide education and training in terms of the Learnership,

provide the learner support as required by the Learnership,

record, monitor and retain details of training provided to the learner in terms of the
Learnership,

conduct off-the-job assessment in terms of the Learnership, or cause it to be
conducted and

provide reports to the employer on the learner’s performance.
Introduction to the Role of the SDF Handbook (2009)
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2.2
Registering the Learner on the Learnership
In order to register the learner on a Learnership the employer will first have to register the
learner with the relevant professional body and / or training provider. A number of documents
have to be submitted to Fasset to register the learner:

Submit the Learnership Agreement to Fasset:

Signed copy of employment contract for each learner,

Proof of learner registration with professional body e.g. CIMA, SAIPA etc (student
number),

Employer accreditation status with professional body (copy of letter/certificate),

Copy of employment letter / letter of appointment,

Proof that levy payments to SARS are up-to-date,

Proof of Approval of Workplace Skills Plan (Mandatory Grant) or
Proof of Tax
clearance/exemption letter/Fasset E number or certificate from SARS if not paying
levy,

Learner ID copy.
Please Note:

New regulations governing the registration of Learnership agreements require the
FSA to register the Learnership agreement within 30 days of receipt.

If the agreement is pending outstanding information, it will be rejected within seven
days of receipt and the employer will therefore have to resubmit with all required
documents.

If all the required documents are attached, Fasset will issue the employer with a
Confirmation Letter. The Confirmation Letter may be used for the LCG Learnership
Grant application and the SARS Tax Deduction.
3. Running the Learnership
Once the Learnership has been registered the employer should provide training to the
learners according to the Learnership curriculum. The professional body or training provider
through which the Learnership is offered will be able to guide the employer in its
responsibilities.
3.1
Supporting the Learner
The company has to provide support to the learner during the term of the Learnership. The
following methods can be used to create a supportive and enabling environment for the
learner.
Introduction to the Role of the SDF Handbook (2009)
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3.1.1
Induction
The aim of a Learnership is to induct the learner into the work environment. The employer
should induct new employees to:

the goals of the organisation,

policies and procedures,

values,

tasks with outcomes to be achieved and

the equipment and other resources to be used.
3.1.2
Mentoring
It is important to provide support to the learner through mentoring and feedback and keep
records of all training interventions. The mentor will act as coach and counsellor and should
monitor the learner’s progress.
3.2
Reporting and Administration
Employers are encouraged to develop an information system (electronically or manually) that
will be used for record keeping. And design an attendance register that is completed at every
training event and retained. Systems must be in place to monitor progress. These records
will be needed to report to Fasset on training that took place.
References

Botha, J.A., Kiley, J. & Truman, K. 2007. Practicing Education, Training and Development
in South African Organisations. Juta & Company, South Africa.

Cloete, H.C.A. 2005. South Africa Works. Rapid Access Publishers.

Department of Labour. 2005. Findings from the National Skills Survey of 2003 on skills
development in South African enterprises

Erasmus, B.J. & Van Dyk, P.S. 2004. Training Management in South Africa. 3rd Edition.
Oxford Southern Africa.

SAQA. 2008. NQF History, A brief history. [Available on Internet] www.saqa.org.za.

Rainbow SA. 2009. The National Skills Development Handbook.

Fasset. 2008. Getting Started.

Fasset. 2009. Fasset. [Available on Internet] www.fasset.org.za.

UJ, 03.09, University of Johannesburg Newsletter, Issue 1, 6 March 2009. March 2009.
No: 1
Introduction to the Role of the SDF Handbook (2009)
64
Handy Resources

www.fasset.org.za

www.saqa.org.za (Information about SAQA, its regulatory bodies and unit standards are
constantly updated.)

www.polity.org.za (This website contains all the acts referred to and will enable you to
stay updated with changes in policies and legislation)

www.skillsportal.co.za (News on all aspects of Skills Development, Education and
Training)

www.thrive.co.za (Info on Skills Development and Accreditation)

www.rainbowsa.co.za. Company who developed The National Skills Development
Handbook. (Everything you need to know about Skills Development in South Africa –
can be ordered through their website or through Thrive, www.thrive.co.za).
Introduction to the Role of the SDF Handbook (2009)
65